“I’m an EAL teacher.”
“A what?”
“EAL, English as an additional language.”
“Oh … how many languages can you speak?”
This is pretty much how every initial conversation that I have begins. The answer is that I speak one language – English. I would love to be able to converse in the 36 languages spoken in my school – but I can’t, I have always found languages a challenge to learn. However, I can now say hello in about 50 languages, and I continue to learn more.
My advice to every teacher is: learn to say hello to all the children in your class...my first piece of advice is: don’t panic!
I am an EAL teacher in Glasgow and I love my job. There is a mix of bilingual learners in Glasgow, some are new arrivals, some were born here, others moved here for a variety of reasons and some are refugees or asylum seekers. Every story is unique, every child is unique. My role is to support bilingual learners, class teachers and their families. The support that they need varies. If you are reading this and wondering, “How do you support someone new into my classroom that doesn’t speak English?” Then I will remind you not to panic!
"Every story is unique, every child is unique."
Stages of language learning
Most new learners of English will start in their silent period. It is perfectly normal for a new arrival to be silent when they first arrive. During this time, they are actively listening and adjusting to a new language. Next allow the child to use their first language. They may speak to you in it, they might even be able to read and write in it. It is vital that a learner knows that their language is valued and important. Research tells us that children will make better progress in English if they have a solid foundation of their home language and if they can maintain it.
When you learn a new language, researchers tell us that there are two types of language proficiency. Social language develops in about 2 years, academic language can take from 5 - 7 years. If you are a teacher, have a think about the bilingual children in your class. If they have been learning English for less than 7 years, it is likely that they need some support with their academic language which involves subject specific vocabulary and critical thinking skills.
"We have approximately 130 different languages spoken in Glasgow. This is a positive statistic."
Global Citizenship
We have approximately 130 different languages spoken in Glasgow. This is a positive statistic. Bilingual children bring their language, their culture and their world into our classrooms. It is a disservice to them and a waste to other learners not to use this wealth of knowledge and experiences sitting amongst us. By using a Global Citizenship framework, such as the one developed by Oxfam, we can ensure that we actively engage all our pupils in developing their values and attitudes while embracing the diversity of the lived experiences of our pupils.
A Global Citizenship approach can open doors to better learning experiences, allowing your bilingual learners to see themselves reflected in your teaching and make connections to the real world. As an EAL teacher this is what I love about this approach as asking questions and critical thinking are key supports that bilingual children need. It provides the perfect context to learn through.
Useful approaches
One of my favourite activities to use when supporting bilingual learners is the Issue Tree. This activity enables learners to use their first language and English to examine an issue closely. By breaking a big issue into smaller parts, bilingual learners have an opportunity to learn new vocabulary and use it within a context. They can be encouraged to make connections between their languages and when suitable, their life experiences.
One of my roles is to ensure bilingual voices are heard. The pupils I support live in nature depleted areas - blocks of flats with little green space. Learners change when outdoors, those who were reluctant to speak, suddenly find their voice while digging and exploring. Learners who are discovering the language can take part whilst feeling safe and relaxed without a teacher asking hundreds of questions.
Challenge yourself
"Bilingual children bring their language, their culture and their world into our classrooms."
Look in your class library. Do you have books that reflect your classroom? Do any of the characters come from another country? Are any of the books set in another country? Are any of the characters bilingual? Can children see themselves in the books that are shared by you?
Look to your wall displays. What images do you have on display? Do you use photos of the children? What about the clip art, does it reflect your classroom? Are the languages spoken in your classroom reflected there? Do your children feel valued and respected?
To find out more about the Oxfam Global Citizenship framework and the Issue Tree methodology visit the activity pages.
