Meeting the needs of new arrivals

A short taster session to introduce you to the fuller EMTAS training. This 25 minute webinar covers the core basics in this session, which include:

• some fundamentals in welcoming and supporting new to English students
• an overview of language development with emphasis on pedagogy discussing new language acquisition and proficiency
• some effective strategies to use in the classroom and across the whole school too

These are discussed in considerable detail in the full training.

West Sussex schools can book the full training online (select ‘EMTAS’ in the Provider filter) or via your EMA Advisory Teacher, who will be happy to discuss our service and full training offer in more detail.

• International new arrivals guidance - Primary 2nd edition. Email ToolsforSchools@westsussex.gov.uk for a copy.
• International new arrivals guidance - Secondary 2nd edition. Email ToolsforSchools@westsussex.gov.uk for a copy.
• Welcome profile: Primary (3) (Word, 106KB)
• Welcome profile: Secondary (Word, 22KB)
• Welcome profile: Early Years (Word, 233KB)

For copies in other languages, contact the EMTAS team.

Good practice ideas

Use the following methods to help new arrivals.

• collaborative learning
• peer-based learning
• barrier games
• dictogloss
• reciprocal reading
• listening to stories or recordings
• discussing stories - using narratives to build vocabulary, sentence structures and comprehension
• using scaffolding and examples to facilitate language production
• giving clear, uncomplicated instructions
• exposing learners to good models of social and academic language
• using project-based activities
• promoting social interaction
• using visual resources to enhance context - graphs, knowledge organisers, mind-maps, posters and videos
• visit the Great Ideas page on the Bell Foundation website
• contact the EMA Advisory Teacher in your area

We are also trialling a brand new project:

Induction programme for Key Stage (KS) 2 late arrivals

Designed to provide focused support for a Year 5 or 6 pupil who is new to English or in the very early stages of learning English.

The scheme facilitates access to school life and the curriculum whilst giving a boost to confidence, by familiarising the pupil with key vocabulary and language structures.

The seven sessions cover:

• classroom survival language
• key family and classroom nouns
• key verbs and adjectives
• prepositions
• expressing likes and dislikes

EMTAS has created a collection of advice and resources to help schools meet the needs of international new arrivals and pupils who are new to English.

In addition to our full guidance document, International new arrivals guidance - Secondary 2nd edition, there is additional guidance which looks at the specific considerations for those students arriving later in the secondary phase, as well as an appendix which shows how one school manages the process of identifying, entering and supporting students for Community Language GCSEs.

If you have any further questions or would like to discuss your approach with an EMTAS Advisory Teacher, please contact a member of our team.

Email ToolsforSchools@westsussex.gov.uk for a copy of these documents:

• Guidance on options available to EAL pupils arriving in Key Stage 4
• Appendix 1 - Process for accrediting community languages

EAL provision for secondary settings

Plan and prepare for the arrival of the student - how best to welcome them and address their needs:

• learn how to pronounce the student’s name
• complete a Welcome profile with parents (see above) - an interpreter may be needed
• use positive and welcoming body language
• learn a few key words in their first language (L1) or get the student to teach you - 'hello', 'goodbye', 'my name is' and so on
• use a buddy system
• avoid placing in lower ability groups
• discuss access strategies for EAL learners with teachers and support staff
• identify a safe space and a key person to go to if upset or worried
• monitor how the student settles in over the first few weeks and months

What helps me learn English - Students’ Voice:

• “Regular opportunities to talk things through to help understanding.”
• “Support with subject vocabulary, including writing new words on the board.”
• “Teachers who explain things clearly and simply – some forget that you are learning English and speak too fast in a difficult language.”
• “Visual aids. Models of what to expect.”
• “Books with audio tapes for practising the language”
• “Buddy system”
• “Support in L1. Dictionaries, translation tools.”
• “Marking that gives guidance on what has been done well, what needs to be improved and how.”
• “Writing frames to help you present your ideas.”

EMTAS advice on effective accommodations for new to English students may be accessed by contacting your EMTAS Advisory Teacher.

Assessment

The framework should be used to monitor the development of proficiency in English as well as to inform planning and intervention.

The Bell Foundation offers a dedicated free to download Secondary EAL Assessment Framework and accompanying ‘Classroom Strategy Guide’.

If there are any queries or questions with regards to assessment of proficiency in English, consult your EMTAS Advisory Teacher.

Classroom strategies

A cornerstone of quality provision for EAL learners is regular and consistent assessment using an EAL assessment framework.

The Bell Foundation ‘Classroom Strategy Guide’ offers a catalogue of effective and easy to implement strategies which work well with students learning through EAL. You can also refer to The Bell Foundation Great Ideas pages.

Whole school EAL provision

• On arrival gather information about the new student using the welcome profile in order to better understand their needs.
• Establish the best way to communicate and maintain communication with the student's family.
• Have high expectations of the new student.
• Plan in advance how best to support the student in their first weeks and months in school and how best to approach their transition to Post 16.
• Make the curriculum accessible by implementing strategies suitable for EAL learners including use of the full linguistic repertoire of the student - in other words demonstrating that the first language of the student is valued in and of itself as well as being regarded as a valuable tool to support learning.
• Develop the student’s sense of belonging by supporting engagement with the whole school community and promoting social interactions and extracurricular or enrichment activities.

• Contact the EMTAS team.