English as an Additional Language (EAL) is available as a separate subject across each year group at Stonyhurst College, and is aimed at developing the pupils’ literacy skills whilst also complementing their work across the curriculum. It is taught in small groups of not more than twelve pupils from Lower Grammar to Poetry, and is also available to students in Rhetoric where required.
Pupils whose first language is not English are warmly welcomed in the College and, where necessary, will follow a programme of EAL as soon as they arrive. Lower Line pupils attend EAL classes rather than mainstream English lessons, and may also receive extra EAL instruction when other pupils in their year group are studying for a Modern Language. This means that Lower Grammar, Grammar and Syntax EAL pupils can expect to have between three and eight classes of EAL in addition to their mainstream curriculum lessons. In Higher Line, pupils are timetabled for four lessons of EAL each week in Poetry, one of which is reserved for cross curricular support, and pupils may have up to three EAL classes in Rhetoric depending on their needs and the demands of the timetable.
The classes are popular with our EAL pupils in that they offer an opportunity to work with others who share the experience of coping with a full school curriculum delivered in another language. In addition, the lessons are varied and follow a curriculum designed specifically for ESOL exam preparation and cross curricular support. All classes, regardless of the year group, are designed to improve the pupils’ skills in reading, writing, speaking and listening, and pupils are encouraged to work towards one of the Cambridge ESOL examinations or the International English Language Testing System (IELTS), according to their needs and future aspirations.
English as an Additional Language (EAL) teaching and learning policy
This policy outlines school’s aims and strategies to support EAL pupils and allow them to fulfil their full potential.
Aims:
The school is committed to providing appropriate teaching and learning resources for EAL pupils and to striving to ensure that each pupil achieves their potential.
The school aims to:
• Ensure that EAL pupils are able to become confident and fluent in reading, writing, listening and speaking in English in order to fulfil their full potential
• Recommend and encourage whole-school teaching and learning strategies to ensure that EAL students are able to access the curriculum
• Recognise, welcome and value the cultural, linguistic and educational experiences that EAL pupils bring to the College
• Provide appropriate resources for the breadth of abilities amongst EAL pupils at the College
• Ensure that EAL pupils have the opportunity to overcome any barriers to learning and assessment through appropriate differentiation and support
Objectives:
• To effectively assess the skills and needs of EAL pupils and provide appropriate provision throughout the school
• To ensure that teachers have the knowledge, skills and resources to be able to support and adapt materials for students with EAL
• To monitor the progress of EAL pupils and use the data to make decisions about classroom management and curriculum planning
Stonyhurst Context:
• The EAL pupils at Stonyhurst come from a variety of cultural and linguistic backgrounds and are at various stages in their English language development.
• All of the EAL pupils have previously attended school in the UK or home country and are therefore literate in their home language.
There are currently (2009/10) 53 pupils who attend EAL classes across the five year groups (please refer to the Department´s Handbook for details of EAL provision). The pupils range from beginners to those who are in the more advanced stages of language acquisition, and their reasons for studying at the College are varied. In addition, whilst many of the EAL pupils may appear fluent in conversational language, they still need support and guidance when dealing with the academic language required in the curriculum. A yearly EAL register is produced for staff which highlights the pupils´ strengths and areas in which they may need extra support, whilst also providing some advice for teaching staff on strategies to support individual EAL pupils in the mainstream classroom.
New pupils:
When EAL pupils start at the College, they are assessed within the EAL Department and information is collated with regards to their:
• Linguistic background and competence in other language(s)
• Previous educational experience
• Current performance in reading, writing, listening and speaking in English
The level of support for EAL pupils is determined on individual need and pupils are included in the majority of mainstream lessons from the outset (further details of provision can be found in the Department´s Handbook), pupils are set according to their cognitive rather than their language ability.
Key Principles of additional language acquisition:
• EAL pupils are entitled to the full National Curriculum programme of study, and all teachers have a responsibility for teaching English as well as other subject content.
• Access to learning requires attention to words and meanings embodied in each curriculum area. Meanings and understanding cannot be assumed but must be made explicit.
• Language is central to our identity as individuals, and pupils should be encouraged to maintain their home language and use it in the school environment where appropriate.
• Although most pupils are able to quickly acquire the ability to communicate on a day to day basis in English, the level of language needed for academic study is much more complex and therefore requires continuing support throughout their studies.
• Language develops best when used in meaningful contexts across the curriculum (i.e. within the mainstream classroom).
• The language demands of learning tasks need to be identified and included in the teachers´ planning for teaching and learning.
• Teaching staff play an important role in the ‘modelling’ of language by providing oral and written examples of academic English within their subject area.
• Knowledge and skills developed in learning the first language aid the acquisition of additional languages.
• A clear distinction should be made between EAL and Special Educational Needs.
Assessment:
• All EAL pupils are entitled to assessments as required, and progress in the acquisition of English is regularly assessed and monitored by the EAL Department.
• Consideration and sensitivity is given to the appropriateness of testing EAL students at the earlier stages of English acquisition.
Teaching Strategies:
• Classroom activities have clear learning objectives and use appropriate materials and support to enable pupils to participate in lessons.
• Key language features of each curriculum area, e.g. key vocabulary, uses of language, forms of text, are identified.
• Enhanced opportunities are provided for speaking and listening, including both process and presentational talk, and use made of drama techniques and role play. Students have access to effective staff and peer models of spoken language.
• Additional visual support is provided, e.g. posters, pictures, photographs, objects, demonstration, use of gesture.
• Additional verbal support is provided, e.g. repetition, modelling, peer support.
• Use is made of collaborative activities that involve meaningful talk and encourage and support active participation.
• Where possible, learning progression moves from the concrete to the abstract.
• Discussion is provided before, during and after reading and writing activities.
• Scaffolding is provided for language and learning, e.g. talk frames, writing frames, graphic organisers.
Resources and training:
• The College´s EAL Department provides appropriate and varied resources for language acquisition at all levels of development.
• Details of individual EAL pupils and advice for supporting them in the mainstream classroom can be found in the EAL register and within additional informative documents which are located in the EAL folder under Staff Resources.
• Each Department is responsible for developing suitable resources for EAL learners which are relevant to their curriculum area, and staff are encouraged to share good practice and ideas to promote the progress of EAL pupils within their subject.
• Whole staff training to promote the effective teaching and learning of EAL pupils was carried out in 2004/5, 2006/7, and 2009/10.
Please see K. Mitchell for any additional resources or advice required for individual subject areas and pupils.
Special Educational Needs and Gifted and Talented Students:
• Most EAL pupils needing additional support do not have SEN.
• If SEN is identified, EAL pupils have equal access to College’s SEN provision.
• If EAL students are identified as Gifted and Talented, they also have equal access to the College’s provision in this area.
This policy is to be reviewed annually by Karen Mitchell (EAL Co-ordinator) in liaison with the Policy Group and Andrew Gordon Brown (Deputy Headmaster)
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