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Supporting pupils learning English as an additional language
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Guidance for supporting newly arrived pupils learning English as an additional language in the literacy hour
Pupils who arrive in Britain from abroad are a diverse group.
They may be beginners in learning English or may have some experience of learning English as a foreign language (alphabet system and grammar exercise) with a greater passive, rather than active, knowledge of English. They may have had no previous experience of schooling, their schooling may have been disrupted, or they may have acquired highly developed oracy and literacy skills in their first language. They may have come from very formal systems or systems similar to those in England and Wales. It is important to collect information about the pupils’ educational history and their oracy and literacy skills in English as well as other languages.
Pupils’ ability to participate in the Literacy Hour will depend on their previous educational experiences and their competency in English. While they may benefit from intensive teaching of English in a withdrawal arrangement, this may also increase their sense of isolation.
Shared, guided and independent group work in the Literacy Hour, scaffolded appropriately, provides opportunities to hear good models of English, time to listen and learn as well as opportunities to practise English in a supportive environment. The Literacy Hour provides focused attention on language learning. Group work provides opportunities to develop relationships and consolidate learning.
This guidance is designed to enable teachers to ensure that newly arrived pupils learning English as an Additional Language (EAL) have a positive experience of the Literacy Hour from the beginning.
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