English as an Additional Language in the Early Years: Linking theory to practice

161 Pages·2015·1.24 MB·English

by  Malini Mistry

English as an Additional Language
in the Early Years
With the English as an Additional Language (EAL) population growing rapidly, it is
essential that educational settings meet individual learner needs and provide an inclusive
environment where different languages, cultures and religions are accepted and cel-
ebrated. Packed with essential information on key theories and best practice, and written
in a highly readable style, this book aims to raise awareness of the main issues and offer
practical support for practitioners working with learners with EAL.
Covering a wide range of topics such as new arrivals, working with parents, assessment,
planning, resourcing, play, communication and language, each chapter clearly lays out
the key concepts, ideas and strategies alongside examples of good practice. Encouraging
a reflective approach, the book features:
• checklists, diagrams, chapter objectives and summaries, and suggestions for further
reading;
• case studies to illustrate practice;
• reflective activities to develop critical thinking.
Challenging many assumptions and stereotypes about EAL learners, this invaluable text
will support students and practitioners in meeting the individual needs of all learners in
their care.
Malini Mistry is Senior Lecturer in Early Years Education at the University of
Bedfordshire with research interests in Early Years and learners who have English as an
Additional Language.
Krishan Sood is Senior Lecturer at Nottingham Trent University with research inter-
ests in Leadership for Diversity and English as an Additional Language.
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English as an Additional
Language in the Early Years
Linking theory to practice
Malini Mistry and Krishan Sood
RO Routledge
U
TLED Taylor & Francis Group
G
E
LONDON AND NEW YORK
First published 2015
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
711 Third Avenue, New York, NY 10017
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2015 M. Mistry and K. Sood
The right of M. Malini and K. Sood to be identified as authors of this work has been
asserted by them in accordance with sections 77 and 78 of the Copyright, Designs and
Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or utilised
in any form or by any electronic, mechanical, or other means, now known or hereafter
invented, including photocopying and recording, or in any information storage or
retrieval system, without permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks or registered
trademarks, and are used only for identification and explanation without intent to
infringe.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging in Publication Data
Mistry, Malini.
English as an additional language in the early years: linking theory to practice/
Malini Mistry and Krishan Sood.
pages cm
Includes bibliographical references and index.
1. Bilingualism in children. 2. Second language acquisition. 3. English language—Study
and teaching (Early childhood)—Foreign speakers. I. Sood, Krishan. II. Title.
P115.2.M57 2015
404’.2083—dc23
2014038107
ISBN: 978-0-415-82170-4 (hbk)
ISBN: 978-0-415-82171-1 (pbk)
ISBN: 978-0-203-55914-7 (ebk)
Typeset in Bembo
by Swales & Willis Ltd, Exeter, Devon, UK
Contents
List of figures vi
List of tables vii
Introduction: setting the scene 1
1 Meeting the needs of new EAL arrivals in Early Years 10
2 Working in partnership with parents of learners with EAL in Early Years 28
3 Communication and language for learners with EAL in Early Years 47
4 Assessment for learners with EAL in Early Years 62
5 Planning for learners with EAL in Early Years 77
6 The pedagogy of play for learners with EAL 97
7 Using resources for learners with EAL 112
8 How leaders/managers promote excellent learning environments
for learners with EAL 131
Glossary 147
Index 149
Figures
1.1 A mental map of features of an inclusive culture 14
5.1 Basic planning cycle applicable to learners with EAL 87
5.2 Blank template for planning 90
5.3 An example of a completed planning template 91
Tables
0.1 Attainment of pupils with ‘first language other than English’ 5
1.1 Activities linked to the EYFS principles 18
1.2 Practical strategies to support a smooth transition phase 20
1.3 Practical strategies for settling new EAL arrivals in a setting 22
2.1 Support that can be offered to parents of learners with EAL 39
3.1 How Basic Interpersonal Communication Skills (BICS) can be
developed with learners who have EAL 49
3.2 How Cognitive Academic Language Proficiency (CALP) can help
learners with EAL 49
3.3 Practical suggestions to support language development in settings 55
4.1 The KWHL grid 65
4.2 Summary of evidence collection tools 67
4.3 The Te Whaariki model 68
5.1 Good planning related to learners with EAL 86
5.2 Examples of aspects of a planning cycle utilised for learners with EAL 88
5.3 Use of a planning framework for learners with EAL 89
5.4 Challenges of planning in Early Years 93
6.1 Examples of how to meet some challenges of play with learners with EAL 107
7.1 Managing resources for learners with EAL 115
7.2 Use of resources to develop learning of learners with EAL 122
7.3 A case study example of using resources to develop communication skills 124
7.4 How indoor and outdoor resources can support learning 125
7.5 Ideas for how to maximise the use of limited resources to aid learning 128
8.1 Suggested differences between leaders and managers in Early Years 133
8.2 The difference between leadership and management in Early Years 134
8.3 Coleman’s (2011) resourceful leader attributes linked to developing
learning for learners with EAL 140
8.4 How leadership features help develop learners with EAL 141
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Introduction
Setting the scene

‘Education is the most powerful weapon which you can use to change the world.’
Nelson Mandela (Stutman, 2013)
The aims of this chapter
• To be aware of the changing educational landscape in meeting the needs of learners
with EAL in the context of Early Years
• To explore how key policies and legislation have an impact on the needs of learners
with EAL in Early Years
Overview
This book is about highlighting and sharing good practice that develops fresh perspec-
tives on how best to meet the educational needs of learners with English as an Additional
Language (EAL) in Early Years settings. It explores issues such as EAL learners’ needs,
working with parents of learners with EAL, assessment opportunities for learners with
EAL and the resources needed for effective learning experiences among learners with
EAL. The book is aimed at all trainees and practitioners working in the Early Years sec-
tor, higher education institutions, tutors and integrated children’s services practitioners.
We hope that it gives an accessible introduction to research and practice about learners
with EAL, and goes some way in providing that varied knowledge and understanding to
be reflexive, and also offers some practical ideas to those who are working with isolated
EAL learners. The thrust behind writing this book came from our experiences as multi-
lingual practitioners ourselves.
The focus of this book
We believe that this is the first book of its type that focuses on the cultural and social
aspects of learners with EAL in the context of Early Years education in England. It
is our vision that the next generations of Early Years practitioners should be more
knowledgeable, confident and competent about the cultural and linguistic needs of
learners with EAL, and therefore be better prepared to challenge misconceptions and
misunderstandings about their needs.