We value and welcome children with English as an Additional Language (EAL).
We understand and embrace that our school is enriched by pupils from a range of different backgrounds and cultures – that every child’s learning is enriched through their interactions with children with English as an Additional Language.
In a very diverse community, we are extremely proud that 40% of our students are EAL learners and that 46 different languages have been recorded as being the student mother tongue.
The term bilingual learner refers to ‘all students who use or have access to more than one language at home or at school – it does not necessarily imply full fluency in both or all languages’ (DfES 2003)
Effective EAL support and a clear understanding of the issues involved with language acquisition for newly arrived and EAL pupils is key to ensure that all our students achieve their full potential. It is an area that the staff at QES are very passionate about.
DfE Framework for Assessing Proficiency in English for Pupils with EAL
A – New to English
B – Early Acquisition
C – Developing Competence
D – Competent
E – Fluent
What is the expected timescale for progression from A to E?
Younger pupils who start to learn English in Key stage 1 take between 7 and 10 years to acquire full academic proficiency in their use of English across the curriculum. Older pupils with better developed language and literacy skills in their first languages take between 5 and 7 years to achieve full academic proficiency.
You also need to include the personal factors for each individual student, as this can and does greatly impact on the development of that student. Factors to consider are:
Previous educational experience
First language skills
First language literacy
English language proficiency
factors that could also affect learning e.g. trauma, racism, SEND
Learners may have been forced to seek refuge in the UK for a range of reasons, including war or persecution, or have migrated voluntarily, e.g. for economic reasons