Session 1

• Mathematics
• Further Education (Key Stage 5)

Element 12 - English as an additional language

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Session 1 

ZE30801 

T - Levels in Education and Early Years 

Learning objectives 

The the end of the session, all learners will be able:

Understand the term English as an additional language. 

Define the importance of understanding the differences between bilingual, multilingual & simultaneous  & sequential language.

Apply Noam Chomsky's theoretical perspective in context to consider children with EAL. 

Explain how to support learning and development for children with an additional language. 

Starter - Word definition 

Step 1 - On your A4 paper, summarise information you would consider to be associated with 

'English as an additional language (EAL)' 

Information to consider:

- What defines a child who has EAL?

- How can you support children with EAL?

- Why are observations important with monitoring progress for a child with EAL?

- What activities / resources would be supportive?

What is English as an additional language?

Children who have English as an additional language is categorised in two broad ways. 

It is often a misconception that EAL only refers to children that have a different first language other than English. 

Simultaneous language learning: This is when children have been exposed to English and can understand it but has also been exposed to another language.

  For example: Two languages may be spoken at home by parents / carers. 

How do babies become billingual?

It is important to consider how children's cognitive 

capacity progresses overtime enabling them to 

learn more than 1 language.

As we grow older we often forget the processes

and scaffold supported provided to help us

learn the language we are fluent with at present. 

Simultaneous language learning

When a child engages in simultaneous language learning,

 this is known as bilingualism / multilingualism. 

Bilingualism - Speaks / understands 2 languages

Multilingualism - Speaks / understands 3 languages

The language spoken is often influenced by the parents cultural backgrounds. 

For example : if the parents speak Punjabi and English then this would influence the simultaneous language for the child. 

Sequential language learning

Sequential language learning occurs when children and young people learn English after they have been taught another language first.

Some children may enter an Early Years setting not being able to speak English at all. 

In your groups mind map how strategies practitioners might support a child who does not speak English? 

5 stages of acquiring an additional language

1. Silent / receptive (pre - production)

2. Early production 

3. Speech emergence 

4. Intermediate fluency 

5. Advanced fluency

Using the T - Level text book (page 194) write in your books bullet points for each stage. Try and put this in your own words. Read it and write how you have understood it. 

Noam Chomksy - LAD (recall)

Remember Noam Chomsky & his language acquisition device.

The concept of his theory can be applied to supporting children with EAL. All children have a 'device' they only need to be exposed to a language doesn't state it has to be English. 

Once a child is exposed to 1 language their cognitive skills will begin to acquire the skills required to learn more than one language.

But in relation to Chomsky, what happens if a child is not exposed to language in the first 10 years (critical period) ?? (Hint: Genie Wiley) 

Factors affecting language acquisition (development)

Code switching - When a child is speaking but combines both languages in their discussion. 

This often occurs during the 'cognition' process, children and young people's brains are processing the languages they are learning therefore they may naturally confuse the two languages as they are forming meanings.

Age & stage of development - Practitioners should ensure to consider the age of the child as the younger the child the longer it takes them to acquire and make sense of different languages. 

Repetition and visuals are essential when support children to master a language. 

Language and its link to learning and development

5 minute discussion 

Discuss the different strategies an Early Years Educator can use to support children with English as an additional language. 

For example: 

Learning key words in specific languages to ensure the child feels included. 

How to support children with EAL?

The role of parents and carers. 

• Children with additional language at home may need more time to settle in, this may because the language forms restrictions on their confidence.
• It is suggested for parents to talk to children about their nursery routines and discuss different ways to support them. 
• Different songs, stories and music can contribute to inclusive practice.

Helping children understand the setting, consider having: 

• A visual timetable - introduced as it is happening. 
• Feelings or emotion picture cards so children can label their own and other emotions. 
• Photographs of areas, resources to support children.
• Story and songs should be introduced to childen.
• Familiarisation with the practitioners in the setting.r

Your role as the EYP.

• Ensure you are role modelling to help all children understand differences and similarities but welcoming this. 
• Children will be likely to copy and imitate the words and behaviour of a practitioner
• EAL children will have something called a 'silent period'.
• Children will start to use the environment to absorb and listen. 

Over the last few weeks you have learnt: 

Element 5 - session 1

Element 5 - session 2

Element 6 - session 1 

Element 12 - session 

Create yourself some revision tools / resources to scaffold you knowledge and processes of recall to support you in upcoming mock assessments.