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MINORITY ETHNIC LANGUAGE & ACHIEVEMENT SERVICE FOREST LODGE EDUCATION CENTRE CHARNOR ROAD LEICESTER LE3 6LH TEL; 0116 222 2600 FAX; 0116 231 1804

Introduction
This document has been compiled to advise and enable schools to support pupils of primary school age who are recent arrivals and /or new to English. The term new arrivals refers to pupils who have recently arrived in this country from abroad, sometimes as refugees or asylum seekers, and speak very little or no English. These children will come from a diverse range of cultures and from a variety of linguistic, social and educational backgrounds. The following advice is designed to help schools ensure that these children have the best possible start to their school careers within our city. The pack has been divided into 4 sections

Section 1

!utlines some key principles of second language learning and includes some general advice and information. "ntroduces the #ew $rrivals programme developed by %plands &unior 'chool as part of the (eacon )ro*ect. +ontains resources and strategies for supporting early stage E$, learners %seful information, addresses and websites

Section 2

Section 3

Section 4

This version produced 2004

Contents
Introduction Section 1 - .ey principles of second language learning and
general advice and information /efinition of terms used .ey principles )upils new to English $dmissions 'ettling in 'urvival vocabulary, pictures and language progression .ey ring

Section 2 - #ew $rrivals )rogramme from %plands &unior

'chool ,esson plans and worksheets

Section 3 - 'trategies and 0esources

1eneric activities for speaking, listening, reading and writing $ctivities for key vocabulary $ctivities using first language 2ord lists and translations

Section 4 3 %seful information and contacts

)ublished resources %seful addresses and websites

Section 1
Some key principles of second language learning and general advice and information

Definitions of terms used

Terms used for the language first 4other tongue/first language/home learned in the home or the language used language by the family in the home. The abbreviation ,5 is often used.

E$,

English as an additional language, i.e. English learned by those who may already speak more than one language. English is a language they speak in addition to one or more other languages.

E6,

English as a foreign language, i.e. English learned by speakers of other languages in a conte7t where the target language is not widely used, e.g. 'wedes learning English to be able to use it on holiday in the %..

E',

English being learned as the second language in conte7ts where English is widely used in the community or is the principal language used.

(ilingual

8aving developed two languages e9ually from birth or developing a second language :not necessarily to the same level as the first.;

&argon

2ords or e7pressions used particular group or profession

by

+reoles

,anguages formed from the fusion of two languages, often a European and an $frican language, learned by subse9uent generations as their first language

4ultilingual

$ble to communicate in several languages, though not necessarily with e9ual competence in each language

'tandard English

The variety of English that is usually used in print and in schools. "t is used in news broadcasts, the broad sheets and other similar situations.

'lang

2ords, phrases and uses that are regarded as very informal and often used by particular groups or in particular conte7ts

4onolingual

'peaking or using only one language

/ialect

,anguage which has developed in a particular geographical conte7t and has specialised features such as vocabulary and structures.

#(. The following terms should not be used for children learning English as an additional language +hildren with no language +hildren with language problems :unless there are specific learning or speech difficulties;

Some useful principles of second language acquisition

+hildren entering primary schools in the city who do not yet speak English will be competent users of their home language. They will already have a wide range of linguistic skills that will support their learning of English. The principle of +ommon %nderlying )roficiency illustrates how vocabulary and concepts can be transferred from the pupils first language into their second language.

L1

L2

Common underlying proficiency

:$dapted from +ummins, 5<=4;

This diagram shows a dual iceberg representing the surface features of the first and second language. They both have a common base however, which is represented under the water. This lower feature illustrates the learners development of concepts and skills, which can be learnt most easily in the pupils first language and then transferred to the second language when the right degree of proficiency has been reached in that language. This principle has been used to show the importance of maintaining the pupils first language as knowledge and concepts can be learnt through the ,5 and transferred to the ,>.

The ?silent period@ is a common feature of second language ac9uisition. )upils will often remain silent for long periods of time when they are in a new speech environment. They will however be listening to the new language and internalising its sound system, vocabulary and synta7. They will begin to speak when they feel confident in their ability to communicate in English. )upils will gain competent social and interpersonal speech skills much more 9uickly than they will ac9uire the language necessary to give them full understanding of the academic content of the curriculum. This surface fluency in English can be misleading. Teachers may assume that because E$, pupils seem to be fluent in conversational English they will have no difficulties in understanding the vocabulary and concepts they encounter at school. 8owever research has shown that E$, pupils who have a surface competency in spoken English and in reading do not always fully understand all of the vocabulary that they appear to know. This is illustrated in the following diagram.

'urface proficiency in spoken English

8idden difficulties with vocabulary and concepts in English :$dapted from +ummins, 5<=4; 'ome pupils arriving in city schools will have a home language that has different roots from the English language. These pupils will have to learn a new alphabet system and a new sound system as well as te7t conventions in English, i.e. print goes from left to right, and te7ts are read from front to back.

upils ne! to "nglish

(eginners enter school with very different e7periences and in differing circumstances. 'ome children arrive with their families having left their homeland after e7tended periods of planning and anticipation. 'ome children come to re*oin parents or other family members who have been settled in the %. for some time. 'ome children are forced through circumstance to flee their home and have no choice over where they go or what they take with them. 'ome children may bear physical scars and/or have specific emotional needs 'ome children may also have had long and difficult *ourneys and been held up in transit. 'ome children arrive having had uninterrupted education in their own country and can undergo the transition relatively easily. 'ome children may have had interrupted schooling. 'ome children will have had no schooling at all and for these children it is much harder to settle into school routines. 'ome children come with well-formed literacy skills in their first language and with good understanding of how to study. 'ome children have no reading or writing skills in their own language and face a double culture shock from the new e7ternal environment and the world of school.

#dmissions
The process of ensuring that we offer e9uality of opportunity to all new arrivals will be enhanced by an appropriate $dmissions )olicy. The following are suggested areas for inclusion in any $dmissions )olicy or 'trategy /ocument. )rovide a welcome pack for new pupils and their families 'et up an $dmission /ay To meet with pupils family when there can be an e7change of information, including the filling in of relevant forms and raising parents/carers awareness of the schools ethos and approach to teaching and learning. The meeting should be held with a relevant member of staff and it may be beneficial to have an interpreter present, either a member of staff with the re9uired language or a family member or friend or someone employed specifically for that purpose +ollect relevant facts and necessary information that we would normally ask for, including health information. (elow are areas for consideration #ames, including those by which the child is commonly known, and their correct pronunciation +hilds date and country of birth 8ome and/or mobile phone numbers $ddress, and whether this is temporary or permanent 'urnames of parents and child :we cannot assume that $nglo 'a7on conventions apply; 6irst language and ability to read or write it .nowledge of other languages )revious educational e7perience including community schooling ,anguages of previous education +ultural and religious background /ietary re9uirements

/ate of first admission to %. school Education history and any time spent out of school Early years and pre-school e7perience /etails of parents/carers $ny recent change of carer ,anguages spoken/read by parents/carers The e7pectations of the child and family $n open ended 9uestion e.g. ?"s there anything else you feel we need to knowA@

$ sample admissions pro forma is included which includes many of the above areas
'ome schools may find it useful if new children start at the beginning of the week or if groups of beginners have the same induction day Teachers should have the necessary information from the admission forms to enable appropriate preparation to take place e.g. labels, place, books

'uggested ideas for including in a pro forma for new arrivals

)lease could you help us to help your child by sharing the following information with us

#ame of child

#ame child to be called in school )honetic pronunciation

/ate of birth

+ountry of birth

$rrival date in %.

)revious schooling %. Elsewhere ,anguage of education if not in %.

+ontact name

Telephone number

English speaking contact

Telephone number

0eligion

6estivals observed

,anguage mainly spoken at home

!ther languages spoken

4ost useful language for the family 'poken 2ritten

,anguages which can be read/written by child

$ny foods which cannot be eaten

6ood types child is used to

6urther information

0ight/left handed

1lasses

4edical conditions 4edication

"s there any other important information about your child that you feel the school needs to knowA )lease indicate below

$e! #rrivals Settling In

%emem&er' Everything may be new for the children and they may well suffer from culture shock. They may have different skills, concepts and knowledge from the other children in the class. 4any new arrivals have a silent period, which may last for a considerable length of time. 8owever they will be watching and listening, absorbing the language and classroom ethos, and may well understand more than they are yet willing to e7press They should be encouraged to participate even if they make mistakes. "t takes courage to answer a 9uestion or offer an opinion when you are new to English (e patient. "ntegration and inclusion will take some time. Try not to feel overly concerned if they cant be included in all situations. They will be listening and learning new skills 2herever possible pair up the new child with another child in the class who speaks the same language. !therwise use a small group of children who will be sympathetic to the new arrival and can support him or her with classroom and playground activities. Encourage home school links, welcome parents into school and involve them in their childs education. 6ind out about out of school learning situations $void grouping E$, and 'E# children together. E$, pupils need to learn English but most will not have learning difficulties. Their progress in English will be accelerated by interaction with pupils who are able to model both language and skills at a more advanced level

 $ welcome pack giving key information for pupils and their parents about the school is useful and could be discussed at the admission meeting

Do
Encourage a positive classroom environment, which will facilitate pupils progress in English while at the same time valuing their home language and culture. This can be done through the use of strategies such as multilingual labelling, multicultural te7ts, artefacts and key visuals %se key visuals :information in a visual form such as se9uencing or prioritising statements, completing diagrams, graphs and charts, providing models etc.; and highlight key vocabulary %se clear models of spoken and written English, which will enable pupils to assimilate correct vocabulary and grammatical structures. +hoose activities/stories with an element of repetition or a clear se9uence of events to highlight certain words or phrases Encourage children to develop their oral skills by providing regular opportunities for speaking and listening Encourage children to speak, read and write in their first language as this will accelerate their learning /raw on the pupils knowledge of the geography, language, religion, customs, cuisine of their country of origin (e aware of cultural differences, which might cause miscommunication between teacher and pupil or pupil and peers. e.g. looking directly at people who are speaking to you is a sign of disrespect in some cultures. There may also be different gestures for Bes and #o and other ways of e7pressing politeness than )lease or Thank Bou %se other children to help and teach the new arrival 3 children make good teachers and clearly defined tasks help to reinforce

learning. The use of small group work and collaborative activities will encourage this. )rovide practical activities where the actions give meaning to new language in real situations :e.g. drama, ).E., model making, e7periments, fieldwork; )rovide activities which give pupils opportunities to hear and use new language repeatedly :e.g. group solving a maths problem, turn taking games; $llow for additional listening with alternative e7tension materials :e.g. stories/e7ercises on tape, computer work, group/class discussion; $sk parents to talk about school activities in their first language

Do note that(
Too much talk is confusing 3 new to English pupils can only absorb a little at a time /ont insist that the children speak English 3 many children need to spend a long time listening to a new language before they are ready to speak it /ont think that they are being disobedient if they dont follow instructionsC they may not understand even the simplest ones for some time. /ont correct the children when they are talking 3 *ust remodel what they have said in correct English "nsure that children feel safe secure valued

eople learn a ne! language most easil)(

2hen they are in a positive, secure and helpful environment 2hen they are encouraged to have positive self esteem 2hen their home culture and language is valued and respected 2hen they are interacting with others 2hen the language items they are e7pected to learn are clear and focussed 2hen new language items are presented to them in a meaningful way

# *0 !ord survival voca&ular)

The following list of words forms a useful survival vocabulary to support pupils in their first days and weeks in school. The list contains everyday words and phrases that enable children to make themselves understood and e7press their immediate needs. $t .ey 'tage >, specific teaching of these words may be necessary, whereas at .ey stage 5 these words will be more easily assimilated. Social language( hello, goodbye, thank you, yes, no, name, good, bad, me, you. Classroom o&+ects( pen, pencil, book, paper, tray, chair, table, door, window. #reas of school( classroom, toilet, playground, cloakroom. %outine( playtime, home time, dinnertime. Clothes( coat, *umper, shoes, bag. ,eelings( happy, sad, hurt. arts of the &od)( head, hand, legs, arms. Colors( red, black, white, green, yellow, blue. eople( girl, boy, teacher. ,amil)( mother, father, brother, sister, home. ,ood( eat, drink, dinner, plate, knife, fork. #ction( look, listen, draw, write, come here, sit down, stand up, walk. Time( morning, afternoon, clock, today, tomorrow, yesterday.

)ictures to illustrate some of the above vocabulary are available in section >, from clipart or within 4E,$' )ublications.

The "arl) Stages of -earning "nglish

:$dopted from #$,/"+ 2orking )aper 4, 5<<=,1uidelines on (aseline $ssessment for (ilingual +hildren;

1. Silent period 4any bilingual learners go through a silent period at first. This is not as passive as it appears 3 they are watching and listening. "t is important to Talk to the learner "nvolve them in activities 8elp them understand what is going on 2. ,earner begins to use non-verbal gestures to communicate

4. ,earner uses chunks and also single words to perform a range of functions e.g. 9uestioning, naming, responding

3. ,earner echoes single words and phrases

/. ,earner begins to use chunks of speech :e.g. 4y turn, 8ome time;

0. ,earner uses telegraphic sentences, i.e. 'entences made up of key words so as to communicate meaning.

1. ,earner begins to use *. ,earner develops more e7tended phrases or simple control of functional language. sentences 3 often containing 'urface errors may continue errors in plurals, tenses, for a number of years A ,OSSI4LE LANGUAGE ,ROGRESSION pronouns and prepositions.

Su!*#*1( & #$"&!5 p&!- $1( (1$%u1%& I+&$"#/)#$%

Can I go to the toilet? Its mine. Come here &%'ects in Classroom( simple %ody parts( food I$-"!u2"# $ , -#"# $ & D#!&2"# $ R&p !"#$% & N1!!1"#$%

Likes/ dislikes possession

Politeness: Please can I ? Im sorry. *asic curricular +oca% and ,uestioning /ore comple0 instructions Position: on( under( a%o+e !tory telling Past tense +er%s Comparing Contrasting

!uggesting: "hy dont? #o$ a%out? -se of alternati+e $ords: Limp( skip Instructions in $orksheets .irection: to( a$ay( along 2uestion $ords !e,uencing Comparing using ad'ecti+es/ .escription I like this %ecause Plot Comple0 !entences Classifying )nd )d+er%s Possi%ility: It might %e Likelihood: 1his is unlikely to %e true Passi+es: 1he $ater is 6iltered and salt added 70periences I+e ne+er seen a snake 1entati+e 8 Likelihood: It may happen )gree/disagree !he had ne+er seen a snake until then Past prediction Clarifying e0pressing Certainty -ncertainty Pro%a%le Possi%le -nless . Passi+e 3eported speech .efining: #ard( soft( *ig( small( etc. !)1s style ,uestions

)ctions: Im 'umping( #es eating -se your red folder #ere/there )n incident: I $ent to #e hit me Colour !i4e 5um%er !hape E*1(u1"#$%

D&-2!#6#$% A""!#6u"&-

Likes/ .islikes

S"1"&- 1$+ ,! 2&--&-

I $atch/he $atches

2uestion 6orms: ho$ .oes this "ork? Pro%lems: I+e hurt my knee Predicting the end of ) story "hy? *ecause( to( its too( so( that H)p "3&-#-

V1!# u-

)%ility: I Can run( skip and hop ,!&+#2"#$%

R&1- $#$%

Perhaps( Possi%ly /ay%e( It might

N4. R&-p $+#$% #- &1-#&! "31$ #$#"#1"#$%.

The Survival 2oca&ular) 3e) %ing

This idea originated from E4$1 staff at Taylor 0oad )rimary 'chool in ,eicester. )ictures of key vocabulary are put onto cards and laminated. The matching English word is printed on the reverse of the card to support new arrivals who do not yet speak any English. The same word from the pupils first language could also be added. The key ring provides a functional tool for pupils to enable them to make themselves understood by selecting the appropriate picture, and for teachers or classmates to use the picture as a guide for the new E$, children. The idea of a key ring is particularly appropriate as it is portable, unobtrusive and also has a novelty value. $ set of useful pictures and matching words appears in this section. !ther pictures and words can be added as necessary.

lunch

milk

pencil

sharpener

ru%%er

playtime

ruler

toilet

scissors

%ook

Section 2
New Arrivals Programme A structured series of introductory lessons compiled for pupils who are beginning to learn English as part of the Beacon Project at Uplands Junior School !eicester

New Arrivals Programme

Uplands Junior School as part of their Beacon work have devised an English !anguage programme of activities for pupils starting to learn English" #he programme is not complete yet but so far is divided into $% units of work covering some of the basic &survival' language children need upon arrival into a school with little or no English" (t is not necessary and indeed may not be appropriate to follow the given se)uence" (t is best to cover particular areas when links can be made with what is being taught with the rest of the class" Some areas may need more time devoted to them than others and e*tension and+or reinforcement work may be needed" ,urthermore new arrival children will need additional activities to help with developing handwriting skills and basic reading skills particularly at -ey Stage % including phonics" #he activities cover a minimum of a week's work which can be carried out during the !iteracy hour with an E.A/ teacher bilingual assistant learning support assistant or other adult" #he aim of the programme is to allow beginners to return to class and be included in the !iteracy hour as soon as possible" 0hallenging targets are set termly for beginners and grouping is fluid with some beginners returning to class and others arriving throughout the year" Unit $ 1 .e my family and my school Unit % 1 (n the 0lassroom Unit 2 1 3ays months Unit 4 1 0olours and Shape Unit 5 1 ,ood 6 Preferences Unit 7 1 Actions Unit 8 1 #he Body (llnesses and ,eelings Unit 9 1 0lothes and Belongings Unit : 1 ;eather and Seasons Unit $< 1 .y ,amily and ,riends Unit $$ 1 =ouses and =omes Unit $% 1 (n the Street

As all of the activities re)uire oral work and group interaction it is preferable to work with a number of children but preferably no more than $<" At Uplands Junior School E.A/ teachers work with only one year group but have ran two beginners groups one for >ears 2 and 4 and one for >ears 5 and 7 just during the !iteracy hour" An !SA could be trained to run the programme with a small group and hopefully the lesson plans facilitate this process" At UJS we are careful not to group SE? and ?A pupils together" SE? pupils have different needs and ?A children may be sensitive to being put with children with learning difficulties"

The first two units form part of this pack which City schools have permission to photocopy and use.
@ E.A/ Uplands Junior School !eicester 0ity %<<4 P" Archdeacon 6 0" -night

-"#S" S"" #TT#C4"D D, ,I-"S ,5% T4"S" 65%3S4""TS

Section 3 Useful strategies and resources

There are many resources already available to teachers who have pupils in the early stages of learning English

4uman %esources
5. !ther children in the class >. The teacher D. !ther adults including specialist language teaching staff, teaching assistants, parents, visitors 4. The beginners family E. The beginners own skills e.g. competence in one or more languages, e7isting literacy and numeracy skills, general knowledge

h)sical resources including(

5. )icture dictionaries >. /ual language books and tapes D. !b*ects from around the class 3 pencil, rubber, ruler, felt tips, etc 4. !ther ob*ects 3 plastic fruits, toys :e.g. vehicles; E. 'ets of pictures :,/$ publish many; F. )ublished language games e.g. ,anguage pack, 1uess 2ho, etc. G. 8ome made games e.g. the 4ultigame, pair games, etc. =. 4aths work 3 especially computation and other work which re9uires little or no language <. 'imple worksheets 3 especially those involving matching picture to word, alphabet track, key ring, survival vocabulary.

7eneric activities suita&le for &eginners

18 Spea9ing and -istening -istening S9ills
,istening is an important part of the English #ational curriculum. "n some instances it is a skill that needs to be developed in E$, beginner pupils. They may be passive listeners i.e. sitting 9uietly but not understanding or being focused on the content of the speech around them. 'ome key listening strategies are 1iving attention Taking turns )raise Huestions Turning chairs to face the speaker 4aking eye contact with him/her 0ecognising that we each have to take turns #ot interrupting when its someone elses turn Thanking a speaker for her/his contribution 'aying what was good about the contribution $sking appropriate 9uestions to gauge level of childs understanding

5ral -anguage #ctivities Do Encourage E$, pupils to talk. Talk helps the children gain proficiency in the structure of the English ,anguage and helps to e7tend their vocabulary

)rovide the opportunity for E$, learners to interact with more competent speakers of the language

 /evelop skills through hearing good models of English Enable pupils to use language purposefully Encourage an interactive classroom 'upport learning through talk. Talk has an important role in the learning process through thinking out loud, formulating ideas, setting up and evaluating hypotheses to reach tentative decisions in a conte7t that is not restricted by the more formal demands of written language ":ploration and 5ral !or9 4ost E$,/beginners pupils have to learn new concepts and new language at the same time :a daunting taskI;. "n order to do so effectively they need time to e7plore the new concepts and time to practise using the new language. $fter teaching input/demonstration/instructions/etc., we need to devise some oral activities to ensure that there is ade9uate repetition of new language items and that the new concepts are fully absorbed. The type of oral work, which seems to be most used by teachers, is the whole class 9uestion /answer method. The teacher asks a 9uestion of the whole class and appoints one child to answer. This method means that out of a class of DJ children 5 child answers 5E cant hear what the answering child is saying G cant understand what he/she is saying G are frustrated because they wanted to answer

"n other words the ma*ority of pupils sit in silence because they are often unable to hear what the answering child has said, and if they can hear what the answering child has said they may not understand it. Even for the child who gets to answer the 9uestion the e7perience is not particularly helpful as the ma*ority of answers are single words so that those children who are appointed to speak have only limited opportunity to develop their speaking skills.

"n order to support the language development of all pupils but especially of E$, pupils it is essential that we use methods that involve pupils in e:tended talking activities. This will usually entail them working in small groups. ;<== 7%5< S "t is not too difficult to organise ?buKK groups@ at various times during a lesson. (uKK groups are small groups :usually > or D pupils; who discuss a 9uestion set by the teacher. /uring whole class sessions, instead of asking a 9uestion and then appointing one child to answer, ask the 9uestion and then tell the children to discuss the 9uestion with one or two friends. $fter a couple of minutes discussion time, ask for feedback from a couple of groups. "n primary schools the small groups can sit on the carpet or at their desks 3 there is no need for formal organisation of the groups. $t the beginning of this sort of work, use a mi7ture of friendship groups and ?*ust talk to the people ne7t to you@ groups. 8owever, as children get used to this way of working, it is useful to use different groupings e.g. 1roups of children who all speak the same first language $bility groups 4i7ed ability groups 4i7ed language groups 1ender groups 4i7ed gender group

%sually it is helpful to ask 9uestions that demand some thought and discussion, rather than 9uestions that can be easily answered with a single word. 8owever, sometimes single word answers can be useful, and groups can vote on the answer after discussion.

The following are e7amples of 9uestions that could be set for buKK groups

;efore introducing a topic $sk the pupils to list all the things they already know about the topic $sk the pupils to look at a picture/diagram/etc. that is related to the topic and to list all the things they can deduce about the topic from it.

Teacher input and stories> $sk the pupils to tell their partner:s; what you have *ust said. Tell part of a story and ask the pupils to work in groups to predict the ne7t part of the story. 1ive pupils some instructions for a science e7periment, or start a demonstration of one, then ask the pupils to predict what the results will be.

ractical activities 2hen giving instructions for pupils to follow :e.g. for a science e7periment, for model making; *umble the instructions up (y writing them on the board in a random order. (y writing them *umbled up on work sheet. (y writing them on cards that have to be sorted. !r by listing the instructions orally in the wrong order.

The pupils then have to work in their small groups to se9uence the instructions before doing the activity. )lan/do/report 3 )upils work in small groups to plan an activity before doing it :e.g. how to do an e7periment, make a model, produce a poster, etc; and then after completing the activity they are e7pected to report back to the teacher or to the class on what they did.

28 %eading
$sk the pupils to read aloud to each other in pairs/threes

1ive the pupils 9uestions to discuss before they readC they can then compare their answers with those in the te7t. )rovide reading materials with gapsC either cloKe passages where every tenth word is deleted or passages where key words have been deleted. The pupils have to discuss the passages and decide on as many words as possible that will fit each gap. "f producing such passages is problematic, the children themselves can prepare them for other groups. 1ive the pupils *umbled passages to se9uence. $sk the groups to write the 9uestions on a te7t for other groups to answer. $sk the group to dramatise all or part of a story. $sk the groups to read a story/etc. then to close their books and re-tell it to each other. 1ive the groups comprehension 9uestions that they have to discuss as a group orally before writing the answers.

6hat?s the question@ 1ive the children an answer and ask them to work out at least D 9uestions for that answer e.g. "f the answer is >E, what could the 9uestion beA "f the answer is 8enry L""", what could the 9uestion beA

38 6riting
(efore pupils write ask them to tell their partners what they are going to write 3 e.g. tell their ?diary@ or an anecdote from their life to another child before writing it.

"f pupils are writing a ?diary@ or a story ask them to work in pairs and ask each child not to write his/her own story but to write his/her partners story. $sk pupils to work in pairs and write identical stories 3 the pupils have to write e7actly the same as each other down to the last full stop. $sk pupils to write 9uestions on a passage or story :especially another childs story; and write 9uestions on it to which the answer is ? " dont know.@ The pupils can the re-write the story e7panding it to include answers to the 9uestions.

48 %esearching
(efore pupils read a te7t :especially a non 3 fiction te7t; ask them to work in small groups to brainstorm 9uestions that they think the te7t will answer. $sk different groups to research different aspects of a topic and then to present the results of their research to the rest of the class. $sk pupils to make a 9uestion /answer game from their research 3 i.e. 9uestion cards with answers on the back. 2hen playing the game the pupils take it in turn to take a card and ask their opponent the 9uestion. "f the opponent answers correctly he/she gets a point. 6irst pupil to get 5J points is the winner.

/8 %evie!ing and %evising

$sk the buKK groups to re-tell the story or the teacher input from the previous day

$sk the buKK groups to list everything they can remember about a topic covered earlier in the term

08 <sing first languages

$sk buKK groups to decide what the translation is for a word or a number of words. $sk buKK groups to prepare to tell a story in two languages 3 their first language and English $sk a buKK group to report on some work they have done using both their languages.

*8 %easons
$sk children to discuss difficult 9uestions or 9uestions that have several possible answers 2hy did 8enry L""" have $nn (oleyn e7ecutedA 2hy do darts flyA 2hy is name calling wrongA

;uAA groups in the literac) hour

The #ational ,iteracy 'trategy e7pects teachers to undertake DJ minutes of whole class teaching during the literacy hour. 4any teachers are concerned that not all children can benefit from such an e7tended period. %sing buKK groups during this time ensures that most children can be more actively involved. 'o sometimes, when you ask a 9uestion, ask the children to discuss it in pairs or threes, rather than e7pect a single child to answer. The 9uestions for buKK group work usually need to be more demanding than single word answer type 9uestions. The following 9uestions are e7ample of 9uestions that have worked well with buKK groups. 5. 'how the cover of a book and ask, B6hat do )ou thin9 this &oo9 is a&out@C >. 'top part way through a book and ask, B6hat is going to happen ne:t@C D. +over some words with post-its and ask, B6hat !ord might &e under the postDit@C 4. $fter reading a whole story ask the children to work in buKK groups to reDtell the stor) to each other. E. $sk 9uestions that involve the children in relating the story to their own lives e.g. B4as an)thing li9e this happened to )ou@C F. $sk 9uestions that involve the children in evaluating the story e.g. B6hat !as the &estE funniestEscariest part of the stor)@C

#CTI2ITI"S

The following are e7amples of activities, which will support the learning of key vocabulary. 1. ictures +reate picture vocabulary books on a variety of topics e.g. classroom, home, numbers/shapes ,abelled diagrams and pictures for teaching and display %se pictures in books including big books and link these with te7t to reinforce key words 2. icture matching games 4atching pictures that hand/glove, glasses/case 3. ictureE !ord matching These games could be topic based or based on real life e7periences. There are a number of computer-generated games, which add an oral element. )ictures and words based on things in the classroom book, desk, door, computer, sink, pencil, ruler etc. $nimal pictures and words +olours in pictures and words belong together e.g. camera/film,

4. icture Sequences

)upils could se9uence a series of pictures. This activity can be differentiated by the number of pictures used. $gain these could be topic based or based on real life e7perienceC e.g. ,ife cyclesC e.g. tadpole to frog 4aking a cup of tea 1etting ready for school .ey events in a story

/. 3e) visuals )resent information in chart, diagram, and map formC e.g. watercycle %se interactive whiteboard to visually present new learning 0. ,urther ideas for promoting orac) /rama and role play %se of puppets as toys 'tory sacks $ction songs, rhymes and games could be used to develop simple vocabulary and e7tend understanding of instructions and allow pupils to listen for key words and phrases +ircle time games and news sharing *. Dual -anguage ;oo9sEtapesEICT $ variety of resources are available some of which can be seen at 6,E+ "+T "nteractive books (ilingual dictionaries and word books 4ulticultural story sacks

1. Sentence matching

 2ord (anks Topic banks (asic vocabulary words banks 2ord banks could be incorporated into sentence activities. 6or e7ample

red blue black green yellow #a*ib is wearing a

hat scarf shirt badge *umper

on his

head neck chest waist feet

play read write draw talk 8oden likes to

with at about to

a the

school home mos9ue friend family

F.

CloAe rocedure This is a strategy used during literacy where a key word is covered and the children have to deduce the hidden word. "t can also be used across the curriculum to reinforce pupils learning of new vocabulary and key words. %se of white boards during class discussion.

S "CI,IC #CTI2ITI"S <SI$7 ,I%ST -#$7<#7"

1. Translating 6ords $sk children to translate single words from a lesson into their home language or ask one pupil to e7plain something to another pupil in their first language $5T" G The challenge of translation( Translation is a very advanced language skill. "f we can find ways of utilising this skill in the classroom we can not only develop pupils skills in both their languages but also ensure that they have really understood curriculum concepts 3 you can only translate what you really understandI 4erely asking a pupil ?2hat is the word for that in your languageA@ can be a very challenging and useful 9uestion to check and deepen understanding. The teacher doesnt have to share the same language as the child for this to be helpful. /ifficulties that arise are good opportunities to involve other children, parents and other family or community members in the education of the pupils. 2. resentations )ut children into groups with others who share the same language and ask them to prepare a presentation to give the rest of the class :or in assembly etc.; The presentation should be in two languages. The presentation could be about an aspect of the class topic or an aspect of the pupils cultural heritage. 3. Stor) telling )ut children in groups that share the same first language. +hildren tell a story to each other in their first languages then write it in English 3 this can be used for prediction work, e.g. the

teacher tells half of the story and the children then discuss how it should end in ,5M and then write their prediction in ,5 or in English. 4. -ist of 9e) !ords 2rite a list of 9e) !ords from a topic or book in English. $sk the children to tell you the translation of those words in their first languages. 2rite the translations against the English words, using English script. $sk the children to ask their parents to write the words in the correct script. /. ":amples of other languages (ring and encourage pupils to bring e:amples of other languages into class. "nclude newspapers, magaKines, taped music, taped radio programme, stories, letters, etc. $sk pupils to talk about them in class. This can be e7tended into written work. )upils can describe the content of a magaKine article etc. in English or could give their opinion of it. 0. Summarising )upils work in pairs and one pupil speaks to another for > or D minutes. The listener then summariAes what has been said for the teacher or class. )airs who share a common ,5 can speak in ,5. M,5 i.e. first language *. 3no!ledge a&out languages Encourage the pupils to share their 9no!ledge about their first language 3 script, basic phrases and greetings, whom they talk to in which languages, where their language is the official language, etc.

For pupils who are literate in L1

1. Translating 9e) !ords $sk pupils to translate key words in ,5 3 at first encourage them to do so orally to the teacher or other pupils, later ask them to write in ,5 or in community language. They could use transliteration :i.e. using English letter to write ,5; if they are unable to write their community language using the proper alphabet. 2. <se dual language &oo9s $sk pupils to read a dual language book to the classC one pupil reads the English te7t, the other the community language te7t. 3. Translating and reDtranslating !ne pupil translates some English into ,5, another pupil, without hearing or seeing the original English, translates the piece back into English. This re -translation is then compared to the original and any differences or interesting points are analysed. 4. Translating from different languages The teacher provides the same te7t in different languages. )upils work with someone with whom they do not share a language. They work together to translate it into English. /. 6riting in t!o languages )upils !rite stories, essays or other work in ,5 and then in English. )upils !rite stories, essay or other work in ," and then talk about what they have written in English

8aye 'omali

(on*our 6rance

&ambo 'wahili

!la )ortugese

4erhaba Turkish

Tung*at*eta $lbanian

4ahadsanid 'omali

!brigado )ortuguese

TeNekkOr ederim Turkish

6aleminderit $lbanian

)or 6avor )ortuguese

.araa 'omali

&u lutem $lbanian

,uften Turkish

Numbers
"nglish Somali #l&anian Tur9ish

5 > D 4 E F G = < 5J

one two three four five si7 seven eight nine ten

kow laba sadde7 afar shan li7 toddoba sideed sagaal toban

n*P dy tre katPr pesP g*ashtP shtatP tetP nPntP dh*etP

bir iki QR dSrt beN alti yedi sekiK dokuK on

7reen Hello!
E Lerdhe :$; 'ari :T; 8urdi :*aale; :'; E g*elbert :$; Besil :T; +agaar :';

;lue E kaltert :$; 4avi :T; (uluug :';

%ed
E ku9e :$; .irmiKi :T; +asaan :';

;ro!n
.afe :$; .averengi :T; (uni:kafee; :';

;lac9
E KeKe :$; 'iyah :T; 4adow :';

5range
orto9alli I#8 orta9al rengi IT8 Daha&i IS8

Da)s of the !ee9 4aalmaha asbauuca

English 'omali

4onday Tuesday 2ednesday Thursday 6riday 'aturday 'unday

"snin 'alaasa $rbaca .hamiis &imce 'abti $7ad

The alpha&et
+opy the letters of the alphabet on the lines.

ab c d e f g h

i* k l m n o p 9

rs t u v w 7 y K

Section 4 Useful information addresses and websites

Some useful !e&sites

www.standards.dfes.gov.uk/ethnicminorities "ncludes good practice, data collection, $iming 8igh document covers inclusion, assessment and resources. ,inks to useful sites including +0E, !6'TE/ and #$,/"+. Lery useful links Ethnic 4inority )ortal #ational ,iteracy Trust www.literacytrust.org.uk www.emaonline.org.uk 0esources for .ey 'tage > early learners 6rom this site - click on E$, 0esources, search 'urvival 1uide $udio/visual resource for early learners using $sian ,anguages with English 6rom this site -click on E$, 0esources, search )rogramme suggested programme for working with early learners with downloadable and on line worksheets www.blss.portsmouth.sch.uk/resources www.blss.portsmouth.sch.uk/earlyyears "ncludes photo gallery for a wide range of sub*ects www.o7fam.org.uk.coolplanet 2ork on 1lobal citiKenship http //>5F.>4G.5F<.>DE/ www.becto.org.uk "ncluding E$, pupils in the ,iteracy 8our www.hants.gov.uk/education/emal www.enchantedlearning.com /ictionary for many other languages www.wordlanguage.com

%esources to support "#- learners J"-#S

%esource 'hopping ,ist 1ame <se #aming familiar ob*ects Source !rchard Toys D= 'herrard 't., 4elton 4owbray ,E5D 5T8

'torycards with finger puppets 5. verbs >. )repositions

(asic language concepts in story form )romote use of e7pressive language. 'e9uencing and retelling

'peechmark 6reepost D>G (icester !T >F J(0

6irst phrases 3 5. 6amiliar phrases >. !ur )ossessions

6irst steps in sentence building

'peechmark

Lerb Tenses

'trip book to teach past, present and future 'ingular and plural

'peechmark

'nakes and ,adders/,udo

1alt

$nd Then Treasure +hest of 'tories 3 5 Treasure +hest of 'tories 3 >

0ecognition and reconstruction of story se9uences. Locabulary enrichment

'chubi through ,/$

,ive 'ound D/

+/ pictures for recognising and naming sounds, differentiated listening perception of the environment

'chubi through ,/$

)andoras (o7 'tory U +/

$ 1reek myth .'>

4antra

,imas 0ed 8ot +hilli (ook/+//gameboard

"ntroducing children to different foods

4antra

4akebelieve $ctivity 4ats 5. 2ash /ay >. 'hopping D. Transport 4. %nder the 'ea

'oft play materials for development of language. /escribed as tools for learning which encourage, enthuse, challenge and developlearning in line with #+ re9uirements

!nly $sha ,td

+hatter (o7es E7pressive ,anguage

4aterials to stimulate e7pressive language to describe se9uences of events, thoughts and feelings

,/$

"mran and +o. 5E (ook 0eading 'cheme

$ series of 5E books reflecting the lives of children growing up in )akistan and England 'uitable for 6oundation and .'5

(radford ,E$

Talking /ice

)icture dice for word recognition, sentence building, list of games included

Talking /ice ,td %nit 4D>D +ardiff (ay (usiness +entre, ,ewis 0oad, +ardif +6>4 E('

/eveloping (ase ,ine +ommunication 'kills 3 (ook

>JJ games and activities for developing speaking and listening skills

'peechmarks

'peaking, ,istening and %nderstanding 1ames for Boung +hildren

$ctivities for developing thinking, vocabulary and understanding

'peechmarks

)icture 'ound ,otto

,isten, ,ook and match games. Themes farm, transport, home and people sounds

,/$

,ook 8earI

4atching sounds to photographs

,/$

2hyA (ecause

)airs of cards to understand and e7plain cause and effect

,/$

'ound Tracks $nimal 'oundtracks

)hotograph and sound matching

,/$

2alking Through The &ungle 3 (ook puppets

1ames and puppets to support the story

EduKone >< 6riern (arnet 0oad ,ondon #55 5#E

6elt 4otifs .ings $nimals )eople 6arm $nimals ,and transport 2ild animals "n the house +ountry landscape 'ports )ond ,ife 1arden life 2oodland life 'eashore Teaching (oards

0ange of felt pieces with Lelcro on reverse to create displays for discussion

EH/ ,td %nit G, The 'idings, 1uiseley, ,eeds ,'>J =(T

Table top or hanging mounting for motifs

4ini 6lash +ards ,anguage 1ames +ards and photocopiables

Lisual prompts for language

4ini 6lashcard ,anguage 1ames )! (o7 5E>F ,ondon 2G 5#/

+hatterbo7 +onceptual ,anguage

$ctivities to develop understanding of categories and associations, inclusion and e7clusion, comparisons and early maths concepts

,/$

)osters 3 4ulti-lingual 6ruit Legetables

EduKone

+hatterbo7 (asic ,anguage

$ctivities to develop receptive and e7pressive language needs

,/$

The 2edge with 'toryboard !verlays 5,> U D

+an be used for storytelling, creative writing.

)aul #orman )lastics (ath 0oad, 2oodchester 'troud 1,E EEB

Boung ,earners 2allcharts 4r 6ace 4/s 6ace

The ideal way to introduce children to emotions, feelings and facial e7pressions

EH/

2elcome (ooklet +/ 0om

This software will print out, in various languages, information and photographs about your school

4antra )ublishing

4ake (elieve 4ats

Educational Te7tiles !nly $sha ,td "llustrations to support Ecology, 1eography, 8istory, 8uman culture, 4aths, 'cience U Technology 'herston 'oftware

+/ 0om +urriculum +lip $t

+/ 0om 0iver 'treet 'chool

"ntended for use by early E$, learners in .'>. "ntroducing language, concepts and skills re9uired by 1eog. +urriculum

/iversity U "nclusion 4anchester +ity council

0ainbow 'tories ,ibrary 'hannons 1ame $lberts 8ouse 6rameworks

Traditional Tales 'pelling patterns and strategies E7plore a house and its contents 2riting frames to support language work for older students

+/-0!4' 0esource Education E5 8igh 'treet .egworth /erby /EG4 >/$