By Hampshire EMTAS Bilingual Assistant Eva Molea
© Copyright Hampshire EMTAS 2018
I never trusted my mum when she told me that being an EAL parent was not easy. I regret to admit that it has more challenges that I expected. In the first chapter of my diary I went down memory lane, writing about my experience as an EAL child. The second chapter was about how I made my daughter feel comfortable in her new environment. This chapter focuses on strategies I used at home to support learning.
If helping Alice to settle in could be achieved following one’s own gut feeling, supporting her learning in English needed to be done in a less instinctive way. Before leaving Italy, I had taken Alice to the GP for a check-up and asked if he had any advice about how to support her acquisition of the second language. He told me that he assumed that she would pick it up in school without me doing anything special, but told me that we HAD to speak Italian at home because all the emotional life of a person flows through their first language. So we did, and still do, stick to this rule strictly. It would always be Italian at home or when it is just the three of us, and English when we are with other people.
Since I knew that I would be moving to the UK anytime soon, in September 2014 I enrolled Alice in Year 1 in a private school, so when she started school in the UK she could already read, write and count and she could transfer these abilities to English. I have to say that Alice’s school in the UK was amazing. They made her feel welcome from the very first minute. All the grown-ups would be very nice to her and make sure that she had company and was buddied up with some sensible children. Her teacher in Year 1, Mrs Barton, was just amazing. She was always smiling and positive, and kept her under her wing. Mrs Barton would spot immediately if there was something wrong going on and tell me about it when I went to pick up Alice from school, or call me during school hours if she had some concerns. She knew a tiny little bit of Italian, which she used in the first days to welcome Alice to the class and which gave her the chance to guess what Alice was saying in Italian. She would look up specific words on Google translate to explain tasks or instructions to Alice; she would team Alice up with children who were strong models of language and behaviour and make sure she always had a buddy at playtime and lunchtime. She made all tasks accessible for Alice and would provide her with pictures and visuals, so she could participate in the activities just like any other child. Before reading a new story to the class, Mrs Barton would ask me to go to school at pick-up time to read in advance and translate the book for Alice so that she could follow the story in class the day after.
In Italy, Alice was used to having a literacy and a numeracy task plus reading
every day as homework, so she was very relieved when she found out that, in her
new school, homework was given only once a week and was due the week after. In
fact, she felt so relieved that at the end of the first week she did not even
tell me she had homework to do!! Reading, instead, had to be done every day and
recorded on the reading diary. Alice would come everyday with a book from the
Oxford Reading Tree and we would read it at home. In the first weeks, I would
do a first reading and translation of the book and then she would read it. I
also had to negotiate how many pages I would read to her in Italian and how
many pages she would read to me in English. So once I ended up reading 10 (ten)
Italian books in a row, in order to have her read a tiny little English book
with a line in each page. Life can be tough!
One day Alice came home with a sandwich bag full of pieces of paper with just one word on each. At the beginning I thought it was a puzzle and she had to build sentences with them. But, after a more careful look, I realised there were no verbs, so no sentences could be built. I decided to investigate with Alice, but she had no clue about what they were and why she had been given them. I felt too stupid to ask Mrs Barton about them so, not knowing precisely what to do, I stuck them on the fridge with magnets. A few times she played with them, rearranging them as she preferred, or making shapes on the fridge. After a long time, I found out that she was meant to read them every day. That episode persuaded me to ask a teacher every time I was not sure about what I needed to do. No question is too small.
When it came to writing tasks, they mainly consisted of spelling lists. Every week Alice was given a sheet which had the list of words in a column and then two columns for every day of the week. The task was to read the word, copy it in the first column of the day, cover the word and then write it independently in the second column. I cheated. I made her read it and write it independently both times. A bit of a challenge, but it worked because she used to get all the words right in the weekly spelling tests. This exercise also helped her reinforce her first language and acquire new words because we would translate each word in Italian and explain their meaning.
Maths was my nightmare. I know you would think “Year 1 maths a nightmare?? Really??” And the answer is “Yes”. Not because of the difficulty of the tasks themselves, but for the worry of not using the right method to explain things. In the olden days, when I went to school in Italy, we were taught only one method for each operation. To me these are the only options, the easiest ones and the ones that never fail. Can you imagine my face when Alice told me about the “bubble strategy”?? I could only think about a good bubbly drink… Anyway, I resolved to address the maths issues using pegs. Being the “Queen of the Washing Machine”, I had loads of pegs, so I could master additions, subtractions, multiplications, divisions and, ta da, fractions. It was easier for me to explain maths using real objects, things that we could count, move around and “bend” to our needs.
No matter which subject the homework was about, since the beginning we have always done them together and with a dictionary at hand. We have taught Alice how to use the old school dictionary (i.e., the paper copy), but we have also downloaded on all our devices Word Reference, an online dictionary that provides also idiomatic forms and common uses (very useful for verbs whose meaning changes depending on the preposition associated). We still do the daily reading and, luckily, since the end of Year 2 Alice is an independent reader and has access to library books, so no more one-line pages for me. In Years 3 and 4, most homework has been project works or topic works which is really nice because we use literacy and numeracy in different contexts. Alice is a very creative child, so we use lots of colours and ICT, which make the tasks funnier.
A great support in acquisition and development of Alice’s social language came from her school, which offered many after-school clubs at a very accessible price. In Years 1 and 2 she took part in many of them: dance, basket ball, cricket, gymnastic. This was a way for her to be exposed to the use of English in a friendlier context and in an environment she knew. She made lots of new friends in school, and had a bit of fun-time with other children, developing new skills at the same time.
Truth is that, not being a professional, I had no precise recipe on how to support Alice’s acquisition of a second language. It was a trial and error process, a bit like Pavlov’s dogs. All I had to do was to be always positive (which comes easy to me) and patient (much harder, I have learnt many breathing techniques), and when the situation was super-dramatic (which, to tell the truth, happened very rarely) HAND OUT A DELICIOUS PIECE OF CHOCOLATE!!!!! (I know this solution is not the most politically correct one but, trust me, it works!!).
By Hampshire EMTAS Specialist Teacher Advisor Claire Barker
© Copyright Hampshire EMTAS 2018
‘I really need the toilet but I don’t know where it is!’
‘Will anyone like me?'
On speaking to many children their biggest fears when joining a school are the toilets and making friends. Many worry that they won’t know where the toilet is; some worry that they will be too scared to ask to go and some worry that there are certain toilets for certain year groups. Many children worry that they won’t make new friends and that no one will like them. They are missing their friends from their old school and lack the confidence to break into established groups to find friends.
Starting a new school at an irregular time of the academic year can be a daunting and frightening experience for some children and cause them great anxiety.
The New Arrivals Ambassadors Scheme
This programme is a hybrid peer mentoring course specially designed to train pupils to support the needs of new entrants into your school community with a focus on vulnerable pupils like Service children, Looked After children and Travellers. Its aim is to ensure that no pupil joining a school at an irregular entry point in the year is left to feel alone and confused.
The New Arrivals Ambassador Scheme trains a cohort of established pupils to guide a new entrant through their school day and to explain how it all works.
This programme is designed to be low key and informal within a limited time. The Ambassadors will learn skills in listening and communicating and they will help the new entrant to grow in confidence and independence in their new setting.
How does the Scheme work?
Each school chooses a member of staff who will have responsibility for choosing the children who are to become Ambassadors. This can be done in a variety of ways: cherry picking the most suitable children, asking for applications for the new role, using the existing school council. It is entirely up to the school how they pick their children – it has to be what works best for you and your setting.
The designated member of staff informs parents of the children that their child is going to be trained for this specialised role and how this role will impact on the whole school community.
The chosen pupils then undergo around four hours of training and this too is delivered in a way that suits your school best.
However, the good news is, you are given all the resources and lesson planning and the letters home in the New Arrivals Ambassadors pack so there is no additional work for you to do if you are the designated adult. You only have to photocopy and deliver!
When the children are all trained they are then ready to be let loose on any new children arriving in the school. It is your job as the designated adult to choose the best Ambassador for the new child to help them settle down quickly and happily.
What are the benefits for the school?
This programme is very effective when planned within the whole school context and is designed to form part of the school’s response to improving outcomes for children and young people particularly from vulnerable groups. It is well placed in Citizenship and PSHE, Healthy Schools, FBV and SMSC. It is valuable in promoting good attendance and behaviour and the development of social skills by pupils. It promotes pupil voice and pupil leadership. The main benefit for the school is new children arriving and feeling safe and secure with a known peer to support them.
How does the NAA scheme differ from the Young Interpreters Scheme (YI)?
Both schemes are mentoring and buddying schemes but the focus is different. The NAA scheme is a short sharp peer mentoring scheme that aims to support all children within your school who arrive at irregular times of the academic year,with the main focus on Service children, Looked After children and Gypsy, Roma, Traveller children. The Young Interpreters Scheme is aimed at supporting children with English as an Additional Language (EAL); like the NAA, the scheme encourages schools to enrol children from all types of backgrounds and not only those that are the main focus of the schemes. Both schemes look at issues like safeguarding, being friendly though not necessarily a best friend, negotiation skills and ways to build up self-esteem and confidence through the training of the Interpreters and the Ambassadors. Both schemes can run concurrently in a school as Young Interpreters and New Arrival Ambassadors target different pupils.
Where do I go from here?
The resource pack costs £45 including the resources CD and film DVD as well as an information DVD. To find out more visit our website.
If you would like a chat about NAA please contact me: firstname.lastname@example.org
If you would like a chat about YI please contact: email@example.com
Or alternatively, if you are raring to go, visit the EMTAS shop for an order form.
EMTAS Education Advisor Sue Nash discusses how the T code should be used by schools when their Traveller pupils are absent due to their parents travelling for work purposes and how schools can support their Traveller pupils through the provision of distance learning work.
© Copyright Hampshire EMTAS 2018
Hampshire EMTAS regularly receives enquiries from schools about the T code and when or how it should be used. From the nature of these enquiries it has become clear that there is confusion over exactly when the T code should be used. This blog seeks to clarify its use and to give examples of good practice around supporting Traveller pupils whilst they are away from school.
What are attendance codes?
There is a statutory national system which schools must use to record pupil absence. This comprises a number of single letter codes which are used in registers. The use of these codes enables schools to record and monitor attendance and absence in a consistent way which complies with the regulations. Hampshire schools must follow the regulations and therefore when pupils are absent the school needs to decide which absence code to use. It is important that this information is factually correct as unauthorised absences can result in a penalty notice being issued.
What is the T code?
The T code is one of the statutory codes. It should be used when a child fulfils all of the following:
is ascribed as Gypsy, Roma, Traveller (GRT) or a Showman (children of circus and fairground families)
has attended more than 200 sessions of school in any rolling 12 month period if the child is over the age of 6
the child’s family has requested leave of absence to travel for economic purposes i.e. work (DfE, 2016).
If all of the above criteria are not met the T code should not be used. Crucially, the school needs to have evidence that the family’s reason for travelling is to earn a livelihood. This is typically seasonal for fairs, horse fairs, festivals and circus events. If the family are travelling for other reasons such as attending a wedding or other social events then the T code must not be used.
What about Traveller children whose families do not travel?
The T code should never be used for these children as they do not meet all of the criteria above. These children should be expected to attend school regularly in the same way as any other pupil.
Can the T code be used for Traveller children who live in houses?
Yes, a GRT family that lives in a house but travels in the course of their trade or business can have their children’s absence from school recorded with the T code.
What about children who attend a different school when they are away travelling?
It is good practice for children from GRT and Showmen families to attend school in the location where their parents are working if possible. In these circumstances the child should be dual registered both at that school and their main school. The D code should be used in the register of the child’s main school when they are absent due to attendance at another school at which they are also registered.
Research into the use of the T code in Hampshire
As a result of the volume of enquiries that EMTAS were receiving about the use of the T code a year long project looking into the use of the T code in two groups of Hampshire schools was conducted by myself and Lisa Kalim, Specialist Teacher Advisor. The full report can be found on the EMTAS website.
Findings revealed a general lack of clarity around the appropriate use of the T code. In particular there was a lack of understanding that the GRT family had to be travelling for work purposes in order for the T code to be used. For example it was found that the T code had been used for children who had been absent due to a family dispute, for children who were missing in education or who were moving to a new school. The project also revealed the T code had been used for whole classes of children gone on a school trip as the T had mistakenly been thought to stand for ‘trip’.
How can schools support pupils who go travelling for work purposes?
Schools should provide distance learning work when their GRT pupils are away travelling. Currently lots of schools report not offering any distance learning work at all. EMTAS currently promotes this by showing sample packs of distance learning work suitable for different age groups from Year R to Year 11. The sample packs include practical items such as stationery that the pupil will need together with stamped addressed envelopes for them to return their work via the post as well as examples of activities. Alternatively, schools could use email to send and return work electronically or another approach could be to use resources such as a talking photo album in which pupils could record their work. Skype calls or Facetime could also be used so pupils can keep in touch with their base school.
Where to get help
Hampshire EMTAS runs a Traveller phone line every Monday during term-time between 11am and 1pm. If a school has any questions about the T code or distance learning then they can call 01256 330195 and speak to a Traveller Education Advisor.
DfE (2016): School attendance Guidance for maintained schools, academies, independent schools and local authorities. London: HMSO.
Nash, S. & Kalim, L. (March 2017) A study into the use of the T code by two groups of schools in Hampshire focusing on the accuracy of its use, the notice given by parents to schools about their travelling plans and if schools are setting distance learning work appropriately [online] http://documents.hants.gov.uk/education/EMTASstudyintotheuseoftheTcodeMarch2017.pdf (accessed 03.05.2018)
Hampshire County Council (May 2014) ‘Section 6: effective practice document for school attendance procedures and admissions for Gypsy, Roma and Traveller children’ in: Promoting pupil attendance and recording absence [online]
http://documents.hants.gov.uk/childrens-services/HIAS/Promotingpupilattendanceandrecordingabsence-maindocument.pdf (accessed 03.05.2018)
Written by Hampshire EMTAS Specialist Teacher Advisor Chris Pim
As a trainer I often find there can be a wide range of assumptions or even misconceptions about the effectiveness of digital translation tools for supporting learners of English as an additional language (EAL) and their families. Whilst there is no doubt that these tools are continuing to improve over time, they do have their limitations. So what can we say about their effectiveness - in what contexts are they useful and how can we make best use of them?
The first point that is worth mentioning is that these tools won’t be putting translators out of a job any time soon. It is certainly the case that these tools are not reliable enough for formal written translation and there are many stories, perhaps apocryphal, of nuance being completely lost because a word like ‘detention’ translates as ‘prison’. Moreover, clarification can’t easily be sought once the translated material escapes into the real world. We should also be cautious about replacing professional interpreters in situations where accuracy of face to face communication is essential, such as in formal meetings, particularly where the topic involves sophisticated or esoteric subjects and where there may be additional safeguarding issues.
So what place do these tools have for communication and curriculum-related support? It might help initially to clarify the distinction between standalone translation devices or scanning pens and other solutions that utilise the power of the internet. The former examples have been programmed with a specific set of in-built translations for vocabulary and stock phrases. These devices will be fairly accurate so long as, particularly for vocabulary, the user can pick the correct option from a range of homographs or grammatical constructs. The latter versions, online tools, will be more unpredictable but potentially much more powerful, especially when used judiciously.
Modern online tools use the immense processing power of neural networks, piecing together their output from known good translations in the target language that exist around the World Wide Web. This is how the system learns and improves and in fact certain language learning tools like Duolingo are helping by contributing to the accuracy of online translated materials. Connected devices such as phones and tablets and appropriate apps (such as SayHi and Google Translate) are beginning to transform how EAL students can benefit from using their first language skills. For example, using Google Translate a user can scan printed text with the camera on their chosen device and, as if by magic, the text will change in real time into target language. Similarly, where before the effectiveness of online translation required a user to be able to read rendered text, now a user can use the listening capability of a mobile device to register speech and read out an oral translation in a naturally synthesised accent for the target language.
This is where digital translation becomes genuinely useful. So, for ad-hoc communication, whether face-to-face or via video conferencing technologies like Skype, the conversation is mediated by the participants who can check for clarification in the moment and fall about laughing if it all goes wrong. Meaning is more important than grammatical accuracy in this context. Moreover, for more academic work users can type or talk and get instant translation which they can mediate for themselves to enhance their access to the curriculum.
Practitioners can use these technologies to communicate with students in lessons. They could translate the aim of the lesson or a key concept and also prepare resources such as bilingual keyword lists, notwithstanding the complexities of ensuring they choose the correct words. With short paragraphs, removing clauses can produce more accurate translations. Additionally, it is also possible to reverse translate to check for accuracy.
Many of these tools are free, or really low-cost, so what’s not to like? Try them and encourage your EAL learners as well. You may be surprised at the results!
One question often asked is ‘What are the differences between teaching English as an Additional Language (EAL) and teaching English as a Foreign Language (EFL)? They’re practically the same thing, aren’t they?’ Lynne Chinnery, Hampshire EMTAS Specialist Teacher Advisor on the Isle of Wight clarifies how these approaches to English language learning are distinctively different from each other.
Who are EFL and EAL learners?
English as a Foreign Language (EFL) is used to refer to both adults and children learning English in a non-English speaking country or in the UK for a limited period of time, such as a summer course. English for Speakers of Other Languages (ESOL) mainly refers to adult learners of English in the UK attending English language classes. English as an Additional Language (EAL) is usually used to refer to children who are living and attending school in the UK and whose first language is not English.
Practitioners should remember however that ‘pupils with English as an additional language are not a homogeneous group’ (Naldic, 2012a); their age, background, previous education and previous experience of language learning will all play a part in shaping the way they learn English. Practitioners will therefore need a variety of EAL specific approaches to help each individual along his or her learning path.
What difference does it make?
One of the main differences between EAL and EFL is that because EFL is mostly taught in non-English-speaking countries, EFL students have limited exposure to English. They may have between one and five English lessons a week (the majority from my experience having only one to three lessons) and for many students, this time in the classroom will be the only time that they are immersed in English. They will usually be given English homework and, depending on their level, may even watch English TV programmes or listen to English songs outside the classroom, but on the whole, they will not have extended periods of communication in English, apart from their time inside the classroom.
EAL students, on the other hand, have a completely different experience. Not only are they immersed in English all day, five days a week, both in the classroom and in the playground, but they will also hear English outside school too. Even if they speak their first language at home or use it as a tool for learning, which we highly recommend, they will be listening to English all around them whenever they go out, and will eventually be communicating in the language outside as well as inside school.
One result of this is that EAL learners will normally acquire English much faster than learners of EFL. Even so, learning a language is a long process and EAL learners can take between 7 to 10 years to catch up with their monolingual peers. What is interesting to consider is the way in which they pick up the language. EAL students have time to listen to lots of talk, especially if they are seated with peers who can act as good language models. Being immersed in the language, they will begin to copy what they hear, experiment with it and eventually shape it for themselves. With lots of speaking opportunities in a supportive atmosphere, as well as a teacher and peers to model new language and recast it correctly, their confidence, fluency and accuracy will flourish. EFL students also need many opportunities for practice, but because their exposure to English is more limited, there will be much less time to develop the patterns and rules of language themselves in such a natural way. Because of this, they are likely to need more explicit instruction of grammar and syntax than the EAL student.
Another difference to bear in mind between EFL and EAL, is the fact that the EAL learner is usually alone or in a minority language group within the classroom, while EFL learners often share the same first language. This can make the initial stages of learning much more stressful for the EAL student. Sometimes early stage EAL learners also experience what is known as the ‘silent period’, where the learner begins to absorb the language around them but is not yet ready to speak. Although an EFL student may suffer some anxiety before their first lesson or two, this is not usually so pronounced or prolonged. Imagine how different it would feel if you were learning French in a class of English speaking peers at the same level as yourself compared with learning French in a class of French native-speakers!
EAL learners also differ from their EFL peers as, while they are learning English, they are also learning the school curriculum - in English, which means they have the difficult task of trying to learn English, access the curriculum and catch up with their peers – all at the same time! For this reason, focussing on vocabulary lists that have little or no connection with the curriculum, such as colours, pets or vegetables, is not good practice.
Are there any similarities?
While we are considering the differences between EAL and EFL learners, it is also important to remember that there are many similarities between the two disciplines and that what is good practice in one field can also be good practice in the other. Many methods that are recommended when working with EAL students are also used with EFL learners, such as the use of visuals, role play, paired activities and collaborative group tasks. In fact, these methods work well for all students, not just those learning EAL. In any English language classroom, the form and function of language will still need to be explored but the way language is taught has changed, even in the field of EFL. For example, endless exercises practising one particular grammatical structure, without context or the opportunity to experiment with it in natural conversation, will be of as little benefit to the EFL student as it is to the EAL student. Talk is creative: it is spontaneous and unpredictable and teachers should therefore not only plan activities which enable the student to apply the language they have learnt, but also to use it in real conversations in order for them to grow into independent learners (Naldic, 2012b).
The world of EFL has recognised this shift in methodology and most EFL course books now reflect modern approaches to language learning. We have torn out the language labs and have introduced many more opportunities for spontaneous conversation, that provide a platform to practise the structures and vocabulary taught, rather than an overreliance on drilled exercises with no avenues for real expressiveness. In this way EFL has become more in line with the pedagogy of EAL, where ‘The active use of language provides opportunities for learners to be more conscious of their language use, and to process language at a deeper level. It also brings home to both learner and teacher those aspects of language which will require additional attention’ (Naldic, 2012b).
Accessing the curriculum
EAL and EFL students will have very different experiences on their language journeys, not only because of the differing amounts of exposure to English, but also because of the purposes for which they are learning the language; EFL learners are learning English as a discrete subject whereas EAL learners are learning the curriculum through the medium of English. The good news is there are many useful strategies which work well for both EFL and EAL students, and have been proven to be good practice for all children, including native-speakers. However, practitioners working in the mainstream setting should remember that the curriculum provides the context for English language learning and therefore EAL strategies should be planned into lessons to support pupils’ access to the language demands of the curriculum. Check out Hampshire EMTAS and the Bell Foundation for more ideas.
Naldic (January 2012a) Pupils learning EAL [online] https://www.naldic.org.uk/eal-teaching-and-learning/outline-guidance/pupils/ (accessed 09.05.2018)
Naldic (January 2012b) The Distinctiveness of EAL Pedagogy [online] https://www.naldic.org.uk/eal-teaching-and-learning/outline-guidance/pedagogy/ (accessed 09.05.2018)
Hampshire EMTAS Specialist Teacher Advisor Lisa Kalim separates fact from fiction
If you read and believe certain tabloid newspapers you may well have reached the conclusion that UK schools are struggling with a large influx of asylum-seeking children and young people. However, this view is not supported by the most recent data released by the Home Office in February 20181. These give the details of all asylum applications made by children in 2017 and compare the data with the previous four years. Applications from Unaccompanied Asylum Seeking Children (UASC) and those that arrived in the UK with an asylum seeking relative/guardian are included in the data so all children who were seeking asylum during this period have been considered.
How many asylum seeking children started at British schools in 2017?
Probably far fewer than you think. In 2017 a total of 2,206 children applied for asylum in their own right, down 33% from the previous year. Of these, 71% were aged 16-17, 22% were aged 14-15 and 4% were aged under 14 with a further 3% of unknown age. All are entitled to a school or college place. An additional 2,774 applied as dependents of adult asylum seekers, making a total of 4,980 children. Some of the latter were under the age of 5 years at the time of their relative/guardian’s application and so would not all need a school place straight away. When you consider that there were 8,669,085 pupils in UK schools in 2017 (DfE, 2017)2 but only 4,980 of these were newly arrived asylum seekers, it would seem clear that schools are not being swamped by asylum seekers. How can they be when one year’s worth of newly arrived asylum seeking children make up less than 0.05% of the total school population?
But don’t some areas get more than their fair share of asylum seeking pupils?
The UK operates a policy of dispersal for asylum seekers to avoid particular areas receiving much larger numbers than others. This has been in place since 2000 for adult asylum seekers and their families and whilst it is not a perfect system (it has had criticism for removing new arrivals from their extended family in the UK, for example) it has meant that any particular area should not receive more than one asylum seeker per 200 of the settled population and therefore no area should feel ‘swamped’.
For UASC, a new scheme called the National Transfer Scheme has been in place since 2016. Similarly, it limits the numbers of UASC for whom any particular Local Authority is responsible to 0.07% of its total child population. Again, this should mean that no single area should receive a larger number than it is able to manage.
Didn’t the UK take in lots of children when the Calais Jungle closed?
Between 1st October 2016 and 15th July 2017 only 769 children were permitted to move to the UK from the camps in Calais. There were 227 children from Afghanistan, 211 from Sudan, 208 from Eritrea and 89 from Ethiopia. The rest came from a variety of countries, with fewer than 10 children from each. Nowhere near enough to swamp UK schools.
Where have the rest of the children come from?
Sudan is now the country of origin for the largest number of UASC. 89% of all applications in 2017 were from the following 9 countries: Sudan (337), Eritrea (320), Vietnam (268), Albania (250), Iraq (248), Iran (213), Afghanistan (210), Ethiopia (74) and Syria (41). 89% of these children were male. For female UASC Vietnam is the most common country of origin.
For children arriving with a relative or guardian, the countries of origin are similar but with the addition of Pakistan, Bangladesh and India. Numbers from Sudan and Vietnam have increased significantly since 2016, whereas numbers from Iran and Afghanistan have decreased. In contrast to UASC, around 66% of children that arrived with a relative or guardian are female.
How many children are granted refugee status and allowed to stay in the UK?
1,998 initial decisions relating to UASC were made in 2017. Of these 1,154 (58%) were granted refugee status or another form of protection, and an additional 378 (19%) were granted of temporary leave (UASC leave). A further 23% of UASC applicants were refused. This will include those from countries where it is safe to return children to their families, as well as applicants who were determined to be over 18 following an age assessment.
For children with a parent or guardian their decisions are linked to their adult applicant’s. So, if their parent or guardian is granted refugee status, the children are too. In 2017, 68% of asylum applications (excluding UASC) were refused. Only 28% were successful and an additional 4% were granted other types of leave. The numbers being granted refugee status are the lowest that they have been in the last 5 years. The numbers of refusals increased in 2017 compared to previous years. Pakistan, Bangladesh, India and Nigeria have well above average refusal rates, whereas children from Iran, Eritrea, Sudan and Syria are most likely to be granted refugee status. Those refused can choose to appeal the decision. In 2017 only 35% of appeals were allowed, while 60% were dismissed. This means that a large proportion of the asylum seeking children arriving in our schools will not be permitted to remain in the long term.
So, are our schools being swamped with asylum seekers or not?
Based on the facts, I would say definitely not but you make up your own mind. Some schools may have more asylum seekers than others but this does not mean that they are swamped. The numbers arriving overall are falling.
1 Refugee Council (February 2018) Quarterly asylum statistics [online]
2 Department for Education (June 2017) Schools, pupils and their characteristics: January 2017 [online] https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/650547/SFR28_2017_Main_Text.pdf
Written by Hampshire EMTAS Bilingual Assistant Eva Molea, this is the second instalment in a series of blog posts focussing on the experience of parents of pupils with EAL. Read Chapter 1 before enjoying this new post.
I needed a strategy. And a pretty good one, too. I needed to make my daughter Alice’s life in the UK enjoyable, cure her homesickness and support her learning. Any of these tasks on their own would have been hard enough, but all together I was not sure I could make it. So, I rolled up my sleeves and started working on our new environment.
An enjoyable life in the UK
The first thing I had to do was to make Alice comfortable
in her new house. So, we made a lovely and cosy room for her, with some of her
toys from Italy, many books in Italian and some in English (now we have loads of
both and we do not know where to put them…). Since she was in the “pink
period”, we chose some of the furniture accordingly, and some decorations as
well. We showed her where everything was in the house, so she could quite
independently have access to what she needed. We taught her how Sky worked, so
she could watch TV whenever she wanted. At the beginning, we allowed her to
watch much more TV than we normally would, but we believed that TV would offer
a good model of English, so she had free access to it for quite a while. In the
first days, she would just watch “Tom & Jerry” or the Warner Bros. cartoons,
as she could follow the story even if she did not speak a word of English. Then
she gradually moved to other programmes without our suggestion, and soon
started to watch feature films, even if with a bit of a struggle.
Then we moved to explore the surrounding area. We went to the adventurous discovery of the neighbourhood and then of our small town. We took her to the playgrounds and to the cinema, to the local museum for a play day on dinosaurs, shopping for her school uniform and for food, encouraging her to try new flavours. We took her for a full English breakfast and to eat out. In general, unless it was raining cats and dogs, we took her out every week-end, even if it was just for a walk into town. But the best thing we did was to enrol her to the dance school at the local leisure centre. Since she was very little, she had asked me to go to a dance school, so now she was in for a treat. It turned out to be a great decision because Alice had the chance to meet with other children and make different friends from the ones she had at school. Also, since she had already practised sports in Italy, she knew she had to imitate the teacher, so she could join in quite easily. Her dance teachers were lovely and this helped a lot. She still dances three times a week with the same eagerness of the first days.
To overcome homesickness was definitely a harder task. Alice missed her grandparents, her friends, her teachers, and the entire little universe she was used to live in. We tried to recreate the life she had in Italy: we did not change habits, but stuck to the usual routines. Doing everyday exactly the same things that she was used to in Italy made Alice feel safe and secure. She knew what was coming next, and these little certainties helped her find her way through the bigger changes our lives were going through.
The other thing that was very helpful was that I did not work at that time. We had decided, with my husband, that I would have not looked for a job until September 2015, because I wanted to make sure that Alice had settled in nicely and everything was going well. My husband had moved to the UK in 2013, so Alice and I had been on our own for quite a long time. At that time, I used to work from Monday to Friday from 4.30 to 8 pm. This meant that Alice had to stay with the grandparents, who would alternate in the babysitting during the week. She was looking forward to an intense one-to-one time with mummy, which was served to her on a silver tray when we moved to the UK. She really made the most of it: she would ask for girls’ night in, to go to the cinema, to go shopping. Basically, she really enjoyed being part of a team of two. Yahoo!!
Technology also played an essential role in defeating homesickness. Daily video-calls with the grandparents made distances smaller, and Alice would happily take the tablet to her room and talk to them about her day or play games with them on Skype. We often spoke to our closest friends via Skype, so the children also kept in touch. This also created great excitement the first times we went back to Italy, because they would not feel like strangers when they met after a long period.
So far so good, but now how was I going to help her with her learning since I am an EAL person myself? And with a strong Italian accent too (they say)? Find out in the next chapter of my Diary of an EAL Mum! In the meantime, why not browse the 'For Parents' tab on the Hampshire EMTAS website?
Written by Sarah Coles, Hampshire EMTAS Deputy Team Leader
Alexander Bassano [Public domain], via Wikimedia Commons
In the Spring 2018 edition of History Matters, a Hampshire Inspection and Advisory Service publication, a Primary Practitioner said of the subject, “…history is exciting to children when they feel immersed in their learning. The more they see the relevance history has to them, the more excited and interested they will be.” History teaching can, and should, help children see the links that exist between their cultures, traditions and religions and the present day and in order to achieve this, the history curriculum in primary phase is often worked into topics. Lots of schools include a focus on The Victorians. 20 years ago, I taught it in Year 5. More recently, I observed the topic being delivered in a school that had been experiencing a rise in its pupil diversity.
I was not surprised, on walking into the Year 4 classroom at the beginning of this topic, to see a display about The Victorians on the wall. What did cause me to do a double-take was the choice of noteworthy Victorians portrayed therein: Queen Victoria (of course), Darwin, Alexander Graham Bell, Robert Louis Stevenson, and Florence Nightingale. What the display said to me was that the Victorian era had happened in a hermetically sealed capsule, with nothing of value contributed to human civilisation by anyone who wasn’t white or British or male, preferably all three.
Whose history was this that the children were learning about? A balanced, world view of the nineteenth century it most certainly was not. Then I started to wonder how the child from Poland, about whose progress I had come in to advise, would be enabled to make links with his own culture and heritage through this version of history. Would it help him better understand the lasting value of contributions to literature from Poles such as Józef Korzeniowski, better known by his pen name, Joseph Conrad? Or to medicine by Marie Skłodowska Curie, a Polish and naturalised-French physicist and chemist who conducted pioneering research on radioactivity. She was the first woman to win a Nobel Prize, the first person and only woman to win this coveted and prestigious award twice. But she didn’t feature on the display either.
Also notable by her absence was Mary Seacole and for me, there was no excuse for this as there are plenty of resources to support teaching about this Jamaican woman’s role in the Crimean war and her contributions to nursing. I wondered if she would still be skipping class the following year, when a couple of children of black Caribbean heritage would be learning about the (white British) Victorians. Of course, she is not the only black person who made a contribution to society during the Victorian era. Less well-known but just as important is the work of Lewis Latimer, the only black member of the Edison Pioneers, who developed the little filament in light bulbs to make it last long enough for the electric light to rapidly replace gas lighting in our homes, streets and workplaces. Or Elijah McCoy, most famous for developing lubrication systems for steam engines.
If education is really to prepare children for life in an increasingly diverse society, we are going to have to relinquish the Anglo-centric view of history that formed the diet of my own history lessons back in the 70s and 80s in favour of approaches that better represent the pupils in front of us and the communities that surround and feed our schools today. Hampshire teachers are fortunate indeed to be able to access the Rights and Diversity Education (RADE) Centre, which is situated right next door to the History Centre. Both centres contain a wealth of resources to help teachers diversify the teaching and learning experiences of Hampshire’s schools. Back to ‘History Matters’, the article to read is ‘Teaching forgotten history: the SS Mendi’, about a ship that sank off the coast of the Isle of Wight on Wednesday 21 February 1917 after colliding with another ship, blinded by thick fog. Nearly 650 people lost their lives in the tragedy, many of them black South Africans from the South African Labour Corps. Now there’s something new to find out about, and a way in which we can raise awareness of the multiplicity of histories that are interwoven into all our cultural pasts.
A small scale piece of research into the ‘Any other White background’ (WOTH) ethnic group in Basingstoke & Deane painted a fascinating picture of the experiences of Polish families in UK schools. Parental engagement and home-school communication emerged as an important area for both parents and practitioners – and an aspect of EAL practice that can be difficult to get right.
What are the challenges?
Despite schools’ best efforts, induction can be a delicate time. Parents may struggle to get to grips with school systems, such as getting uniforms right, understanding timetables, knowing how to pay for school dinners, learning about the purpose of different virtual learning environments, etc. – whilst having to fill out forms in an unfamiliar language.
Keeping up to speed with the school calendar might be another difficulty. Parents of EAL learners may struggle to understand letters concerning events such as parent evenings, trips, data collection, and other special occasions such as sports days and INSET days. In fact, the very use of acronyms such as ‘INSET’ is sometimes another hurdle for EAL parents who are new the UK system and often also new to English, especially when these acronyms can be confused for a common everyday term like ‘insect’!
Parents are very keen to support their children with homework and whilst subject knowledge may not necessarily cause them concern, instructions and key words are more problematic due to the more academic nature of the language. However most of all, parents seem to struggle with never being quite certain whether or not they are in the loop. Often, support comes in the form of an EMTAS Bilingual Assistant who is able to interpret for school systems, routines and curricula. Watch this video clip to learn about their experience.
In addition to the use of bilingual staff, parents find a simple text message is very helpful in reinforcing the content of school letters, especially when these contain a lot of information to process. Text messages offer condensed details highlighting the most important facts e.g. dates and times of meetings, things to bring to school, reminders, etc. and help parents to keep track of what is happening and when. Yet this is not always a system in place in all schools.
Other parents are another important resource for families. When unsure about any aspect of school life, EAL parents may look to other parents – EAL as well as English-only. However whilst other parents may be a source of reassurance for some, those who aren’t confident with their English to approach other parents may continue to feel lost and isolated at pick up and drop off times. Some schools have tackled this issue by approaching established parents to become helpers in order to offer support to newly-arrived families.
Receiving feedback from their child’s teacher at the end of the day is another way for parents to feel reassured. In our study, EAL parents said they appreciated school practitioners initiating a conversation about how the children had coped during the day, what they had achieved and what they needed to work on. Sometimes, a thumb up and a word of praise was enough to alleviate parents’ anxieties. This was even more appreciated when parents weren’t confident to take the first step to approach staff themselves. In some cases, EAL parents still felt they were only approached by classroom staff when their child had done something wrong.
EAL parents spoke about the advantages of knowing what was coming up in class from one week to the next. This gave them opportunities to discuss topics in advance at home and in their first language, allowing their children to take a more active part in lessons. Parents found general information shared on the school website about what the children were to learn over the half-term less useful because this information contained less details and didn’t focus on the particular needs of their child.
A network meeting was held in Basingstoke to share findings from the research with local infant, junior and secondary EAL practitioners. Delegates discussed specific aspects of home-school liaison they wanted to improve at their school and collaborated on a checklist. To follow up on the practice discussed at the network meeting, practitioners at The Vyne School organised a coffee morning event for parents of EAL learners joining Year 7. The event was attended by key staff along with the school’s Young Interpreters who spoke to the children and families and gave tours of the school. The event was well-attended by pupils and parents from a range of feeder Primary schools who felt supported in their transition to Secondary education.
What action would you take to help improve home-school liaison at your school? Over to you now: read the full research report, learn about the First Language in the Curriculum (FLinC) project, set up the Young Interpreter Scheme® and share the strategies you have found most successful at your school in the comment box below.
There is a commonly held notion that mathematics has a universal quality that ensures learners have a relatively equal opportunity to succeed, whatever their background. But is this generally true when it comes to pupils learning English as an additional language (EAL), or does it require qualification and a much more nuanced analysis?
It can’t have escaped your attention, whether as an educator or parent, that there is some angst nationally over standards in mathematics compared with other nations. Whether this is a genuine problem and that the root causes can be easily explained is for another article. However, it is true that the UK differs from many other countries in the amount of language that is deliberately interwoven into the mathematics curriculum. This is important as the expression of mathematics through a linguistically rich curriculum may present barriers for learners who are not working at age-related expectations in English. This approach might also present cultural inhibitors, whether because children lack a degree of cultural capital as result of their upbringing or because they and/or their parents were educated abroad.
Pupils educated abroad
Pupils educated abroad, especially older EAL learners who have had an uninterrupted education, will have studied a lot of mathematics; finding out about their mathematical experience and ability can be problematic when they first arrive. However, it is true that mathematics is one subject in which newer to English learners have some chance to demonstrate their prior learning because it is less dependent on language than many other subjects. Testing and baseline assessment of mathematics can be helpful but the results need to be treated with caution. Whilst it is tempting to assume that mathematical approaches are similar across the world, the reality is very different. Numbers are not just numbers when a learner has routinely used different numerical symbols to the Hindu-Arabic numerals used in Western society. Not only this, but symbols, like an equal sign or a multiplication symbol, can be denoted differently. The fabric of the curriculum differs widely as well. We often find children are way ahead in certain disciplines such as algebra or calculus yet have limited knowledge of others like shape or perimeter. The mechanics of solving problems are such that a child may be secure in a method which is entirely different to those taught in UK Schools. Indeed, children abroad are not necessarily routinely taught several different methods and may find it hard to consider alternative ways of approaching a problem, particularly if they are already secure in one way.
The mathematical problem
As I am sure you are aware, our mathematical problems tend to be very wordy and the way that questions are expressed, particularly in exams, can be difficult for some EAL learners. The English is stylised, particular to mathematics and quite unlike the way that we talk or even write on a daily basis. I would also argue that most mathematical questions are culturally bound, making implicit assumptions about what experiences pupils will or will not have had, whether UK born or not.
To illustrate this quandary, consider the following problem:
At yesterday’s match 650 people watched Arsenal play on the big screen. Half of these fans bought a programme at £2.50 each.
- How many fans paid out?
- How much money was spent on programmes altogether?
Firstly, this question like many you will see in examination papers, lacks a comprehensively clear context. There are no visual clues and the setting, related to a football match, is implied but not explicitly referenced. If you don’t know about ‘Arsenal’ you are at an immediate disadvantage. The problem revolves around buying and selling ‘programmes’ which may be beyond many pupil’s experience if they have never attended a football game. The use of the word ‘programme’ is problematic as it can all too easily be linked with the phrase ‘watching on the big screen’ and interpreted as a TV programme. Like the word ‘programme’, there are other homographs as well, such as ‘match’ and ‘fan’ which may cause confusion. The relevant numerical operation is bound up in words like ‘each’ and ‘altogether’; words like this that imply a specific numerical operation, and there are many, need to be explicitly taught to EAL learners. The question also features the phrasal verb ‘paid out’; this type of language is extremely hard for English beginners.
The implications for EAL learners are far reaching. If you are working with children at an early stage of English acquisition you will need to consider both the linguistic and cultural demands of the mathematics curriculum. Making the mathematics more comprehensible will require thought and preparation - whether through the use of imagery, first language explanation, mathematical glossaries or other forms of personalisation.