EAL AT JUNIOR KING’S
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EAL provision at Junior King’s EAL stands for English as an Additional Language. Our EAL provision is comprehensive and includes the following: Specialist lessons in a small group or one‑to‑one, depending on need and timetabling. Lessons include some English as a Second Language teaching (grammar, language function and use) and CLIL (Content and Language Integrated Learning), teaching subjects such as science, history and geography, and social/cultural English for daily school life and living in the UK. Every teacher has had EAL training to ensure they can provide access for all children to the curriculum at the correct level. Children are supported through the weeks and months after their arrival into the new culture. EAL lessons provide a safe environment where children can speak and be listened to. Their first languages and home countries are referred to and appreciated in EAL activities – using their experiences and noting differences in the structure and use of language. There are opportunities for processing time, including an EAL Read and Relax activity.
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Access to prep‑time help in the EAL room. Extra in‑class support by teaching assistants. Extra support in boarding if needed. English classes specially designed with EAL children in mind. A detailed written report at the end of each term, identifying next steps.
Equipment An electronic dictionary is very useful if your child is a beginner in English and a fountain pen with washable blue ink is required for lessons. Please note we do not encourage the use of correction fluid or tape. An ink eraser pen is preferred.
Modern foreign language learning All EAL children will learn Spanish, and many will study Classical Civilisation instead of Latin. Some will learn French too, depending upon age of entry and previous experience. There may be opportunities at senior schools later to start another MFL once proficient in English.
Exam and assessment anxiety We recognise that exams and assessments can be stressful for children and their parents and want to reassure you that results are used to inform planning and ensure your child is in the best possible sets for their way of learning. (Assessment should be measured based on each individual child’s progress, not as a comparison to other children who have had lifelong English learning and schooling.)
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A lower set does not mean a lower chance of success – quite the opposite, in our experience. We teach different sets in different ways to get the best possible results for your child. We ask you to trust our judgement. Common Entrance exams can be used as a tool to assess potential, and children will sit Cognitive Ability Tests every year, for which they cannot revise. These signpost potential and allow teachers to see how best to teach your child as an individual. New initiatives for Common Entrance suit EAL learners well – coursework is written instead of examinations in two of the four English modules, and humanities are no longer separate examinations, but assessed coursework.
Reading and technology We have a dedicated EAL section in the school library with exciting books for all levels. Let your child read in their home language too. Development of the home language is essential. Reading a book in English that your child has already seen in their first language can be useful. Graded readers are available to buy online or from bookshops; these are books written or adapted for EAL learners. Audiobooks provide a good model of “book” English. Some learners will benefit from Lexia, an online programme purchased by the school. Lexia addresses the development of oral language, reading, spelling and writing skills for students that we feel are at the right stage to access this student‑driven and teacher‑directed personalised instruction.
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Remember Home language is helpful. Skills, topics, concepts and abstract thinking learnt in one language can transfer to the second language. The value of talk: in our education system, we value speaking and listening very much as part of the learning process. Work does not always need to be reading and writing to be of value. Learning and practising through games can be beneficial and can review specific grammar, topics and vocabulary – children are much more likely to remember the use of English when they can practise using it in a fun, personal and practical way. こんにちは
Ciao Bonjour Hola Hej 你好
AN EAL learner makes the best progress if: They are supported and nurtured at home and at school, emotionally, socially and academically. They have the opportunity to talk about their work before writing. They have enough time to “download” – some rest from academic work during weekends and school holidays is essential. We also run an EAL Read and Relax activity during term time. We understand that learning a new language is tiring. We will look after a child’s needs and ensure they make the best possible progress to reach proficiency in English and reach their potential. We hope your child will be very happy here and we are excited to be on this journey together.
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Junior King’s Milner Court Canterbury, Kent CT2 0AY www.junior‑kings.co.uk
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