EMTAS Moodle

In this blog, Hampshire EMTAS Specialist Teacher Advisor Jamie Earnshaw explores best practice provision in relation to the placement of learners with EAL in 'ability' groups, sets or streams in primary and secondary school settings.  

Typically, any decisions on which group, set or stream to place learners in are based on their perceived academic ability. If learners with EAL are placed in groups, sets or streams merely according to their proficiency in English, or what they can demonstrate in English, it might take some learners many years before being able to access appropriately cognitively challenging tasks in the upper groups, sets or streams, given the timescales involved in learners reaching a similar level of English to their monolingual peers. For example, generally speaking, younger learners who start to learn English in Key Stage 1 can take between 7 and 10 years to acquire full cognitive academic language proficiency (CALP) in their use of English across the curriculum. Older learners with better developed language and literacy skills in their first languages may take between 5 and 7 years to achieve CALP.
 
It is vital to keep in mind that a learner’s proficiency in English is not necessarily representative of their cognitive ability and of their understanding of subjects or topics if demonstrated in their first language (L1). Schools should therefore make any decisions to group, set or stream learners on a multitude of factors, not solely based on a learner’s level of proficiency in English, keeping in mind that a newly arrived learner of EAL is unlikely to have a sufficient level of English to demonstrate their full knowledge or abilities.
 
Therefore, when assessing learners with EAL, and consequently when making any decisions relating to the placement of learners in groups, sets or streams, schools should collect a range of information, including their prior education and skills in L1.
 
With this principle in mind, standardised tests should be avoided for early stage learners of EAL and results from such tests should not be used to inform the placement of learners with EAL into groups, sets or streams.
 

Why should L1 help to inform decisions on the placement of learners with EAL?
 
Research by Cummins (1984, 1996)[i] highlights the interdependency of a pupil’s academic skills in L1 and a second language – known as common underlying proficiency.
 
Later research suggests:
 

 
It might therefore be the case that a learner understands ideas or concepts in L1, including those which are more abstract and complex, and is confidently able to demonstrate this understanding in L1. However, when asked to demonstrate their understanding in English, they might lack the necessary language of instruction to fully understand the task they are being asked to complete, or, equally, they might not have a sufficient command of English vocabulary or language structures to be able to convey their understanding to school staff or peers, who do not share the same language medium.
 
Appropriate assessment of a learner with EAL will help to provide a more accurate determination of a learner’s existing knowledge and skillset, rather than merely what they are able to demonstrate through the medium of spoken or written English.
 

The importance of appropriate placement of learners with EAL
 
Research highlights the fundamental fact that all learners achieve more when they view the learning environment as positive and supportive[iii] and therefore, any decisions on groups, sets and streams should look to facilitate the appropriate level of cognitive demand for the individual learner. This is pivotal in ensuring the positive learning journey of learners with EAL and in supporting their progression to developing full CALP.
 
Furthermore, a key part of language learning is having access to a range of strong written and verbal models of English, which is most likely to be found in higher ability groups, sets or streams. This should be a fundamental consideration when making decisions on the placement of learners with EAL.
 

The Bell Foundation research highlights how it ‘seems as though EAL learners are too often considered to be ‘learning disabled’ and/or classified as SEN[D] rather than simply being less proficient in English’.[iv]

 
The distinction between EAL and SEND is explicitly stated in the Children and Families Act 2014, section 20 (4):
 

 
Indeed, learners with EAL are no more likely to have SEND than any other learner. Learners with EAL should not therefore be automatically placed in lower sets with SEND learners.
 
Learners with EAL, like their monolingual peers, generally understand the principles around placement of learners in groups, sets or streams and are therefore aware that they are grouped with peers of a similar academic ability. By inappropriately placing a learner with EAL with other learners who are of low underlying cognitive ability or who have SEND, it is likely to be demeaning and demotivating for them. Indeed, according to research from The Bell Foundation, where learners were ‘not fully stretched because of insufficient staff assessment and knowledge of their prior learning and attainment, their motivation levels dropped and their behaviour in school could deteriorate’. i[v]
 
Furthermore, it is important that the activities and tasks offered to learners with EAL are appropriate for their cognitive ability. Thus, for example, offering a reading task to a pupil with EAL from a storybook that is well below their age may be counter-productive because although the language demand may be lower, the images and concepts may be inappropriate and serve to demean rather than help. Tasks for learners with EAL should be cognitively challenging and language is best acquired when there is a clear context within which the pupil is learning the target language.
 
With this in mind, back-yearing or deceleration, where learners are placed in a year group below their chronological age, should, in the vast majority of cases, be avoided.
 

What if a learner with EAL does not have prior knowledge or understanding in a particular subject area? 
 
The principle that a pupil’s proficiency in English will increase more quickly alongside accurate, fluent users of English, providing positive models for both language and behaviour, is widely accepted.
 
According to research from the DfE:
 

 
Schools should therefore keep in mind, even where it is determined that a learner with EAL lacks sufficient knowledge or skills more generally in a specific subject area, their placement in a group, set or stream should facilitate their access to positive language models. The placement of a learner with EAL in a mid to higher ability group is more likely to provide the range of opportunities to hear and see language being modelled appropriately - a vital part of language learning.

 
Conclusion
 
Fundamentally, the proper and accurate assessment of learners with EAL, to determine their academic proficiency beyond what they are able to demonstrate in English, is vital. Furthermore, when placing learners with EAL in groups, sets or streams, the need for access to appropriate models of written and verbal English, which underlines language learning, should be at the forefront of any such decisions.

Recommendations
  
1.)  Place learners with EAL in groups, sets or streams which facilitate access to a range of positive models of written and verbal English. This is a fundamental principle of language learning.
 
2.)  Use accurate and appropriate individual assessment of learners’ academic and cognitive ability, including through L1, to inform decisions on their placement in groups, sets or streams.
 
3.)  As part of the assessment process, collate as much information as possible about learners with EAL, including proficiency in L1, prior educational experiences and pedagogical approaches learners are familiar with.
 
4.)  Involve learners and their parents/carers in the decision-making process as much as possible. Seek the views of learners and provide regular opportunities for review. Be prepared to explain any decisions to parents/carers and provide opportunities for them to ask any questions they might have.
 
5.)  Avoid automatically placing learners with EAL in groups, sets or streams purely because there are additional adults available to support. This is only likely to be beneficial if staff have received specific EAL-focused language learning training.
 
6.)  Avoid relying on the results of standardised tests to inform the placement of learners with EAL in groups, sets or streams.
 
7.)  Ensure regular monitoring and tracking of learners with EAL and provide regular opportunities for reviewing the groups, sets or streams of learners with EAL.
 
8.)  Promote the use of a learner’s L1 in school to help with access to the curriculum. Training from EMTAS could help staff to identify how learners with EAL could use L1 effectively in school settings.
 
9.)  Recognise the difference between the needs of, and appropriate support for, a pupil with SEND, with that of an EAL learner without SEND.
 
10.)    Do not backyear or decelerate learners with EAL as a matter of course. This will only be appropriate in a limited number of cases and should only be done in consultation with Hampshire EMTAS so that the full range of factors of any such decision can be considered. 
 
11.)    Provide opportunities for learners with EAL to have access to peers who can model language and skills in an appropriate way. This will also facilitate opportunities for learners with EAL to practise using the target language in meaningful contexts. Ensure that EAL learners’ peers are trained effectively to support them in this way.
 
12.) Be wary of using KS2 SATs outcomes for learners with EAL in order to determine sets, groups or streams at KS3. Learners of EAL, particularly those who joined a UK school for the first time during Key Stage 2, may have suppressed KS2 results due to not having had enough time to fully ‘catch up’ with their monolingual peers. Any algorithm that generates end of KS4 predictions based on KS2 SATs results, or any setting decisions based on those suppressed KS2 SATs outcomes, may lower teacher expectations of what that learner may be able to achieve given a further 5 years’ education in the UK system.
 
Contact emtas@hants.gov.uk for further support and guidance. One of our Specialist Teacher Advisors will be able to provide further advice for specific cases.
 

Further reading

[i] Cummins, J. (1984) Bilingualism and Special Education: Issues in Assessment and Pedagogy. Clevedon: Multilingual Matters. ISBN: 0-905028-13-9
 
Cummins, J. (1996) Knowledge, Power, and Identity in Teaching English as a Second Language. In Genesee, F. (Ed.) Educating Second Language Children: The Whole Child, the Whole Curriculum, the Whole Community. Cambridge University Press. ISBN: 0-521-45797-1
 
[ii] Rosamond, S. et al.(2003) Distinguishing the Difference: SEN or EAL – an effective step-by-step procedure for identifying the learning needs of EAL pupils causing concern. Birmingham Advisory Support Service, Birmingham City Council
 
[iii] Dorman, J.P., Aldridge, J.M. & Fraser, B.J. (2006) Using Students' Assessment of Classroom Environment to Develop a Typology of Secondary School Classrooms. International Education Journal, 7(7), 906-915
 
[iv] The Bell Foundation (2015) School Approaches to the Education of EAL Students: Language Development, Social Integration and Achievement
 
[v] The Bell Foundation (2015) School Approaches to the Education of EAL Students: Language Development, Social Integration and Achievement
 
[vi] Department for Education and Skills (2002) Access and engagement in ICT: teaching pupils for whom English is an additional language
                                          
 
Read the Hampshire EMTAS Position Statement on the placement of learners with EAL in groups, sets or streams on our Moodle here.
 
For further information on assessment of learners with EAL, see the section on assessment in our Guidance Library here. Also, see our e-learning module on assessing L1 here.
 
See the Hampshire EMTAS guidance on Standardised testing and EAL learners.
 
For further information on back-yearing/deceleration, please see the full Hampshire EMTAS guidance on deceleration for learners of English as an Additional Language.
 
Further guidance on the distinction between EAL and SEND can be found on the Hampshire EMTAS website here.

By Hampshire EMTAS Specialist Teacher Advisor Jamie Earnshaw

A huge congratulations to all students who achieved a GCSE in a Heritage Language this summer! EMTAS supported 48 students with GCSEs in Arabic, Chinese Mandarin, German, Greek, Italian, Polish, Portuguese, Russian and Turkish.

Here are all the fantastic results achieved by students we supported:

GCSEs graded 9-4

GCSEs graded A*-C

As you can see, students did extremely well this summer. Many students achieved the top grades and there were individual stories of success across the board too, including one student who did really well who was previously referred to EMTAS when in primary school and was later diagnosed with SEND with difficulties in reading and writing. Even with an uneven profile of skills across Reading, Writing, Speaking and Listening, with support and hard work, students can still succeed and achieve a grade at GCSE. Also do note that we offer an initial one session package of assessment to help determine if a student is ready for the GCSE.

Many of the students we supported this year were in Year 11 - we wish those students good luck with their next steps! No doubt the Heritage Language GCSE will be a bonus for those students to show to future colleges or employers. Do bear in mind though it is not necessary to wait until a student is in Year 11 to enter them for a Heritage Language GCSE but sometimes the themes of the exams are better-suited to older students (so perhaps most suitable for students in Year 9 onwards).

Visit the GCSE page on our website for more information about the GCSE packages of support we offer to help prepare students for Heritage Language GCSEs. When you have decided which package you want, ask your Exams Officer to complete the GCSE Support Request and GCSE Agreement forms and return them both to Rekha Gupta using the address details provided on the GCSE Support Request form (by the deadline of the 1st March 2020).

We look forward to working on Heritage Language GCSEs with you and your students this academic year!

A review by Jamie Earnshaw, Hampshire EMTAS Teacher Adviser.

                                        © Copyright Hampshire EMTAS 2018

As a monolingual teacher of English as an additional language, I often find myself working with students I do not share a first language with. I tend to work with students in the secondary phase of their education, the majority of whom are working on GCSEs. This often involves having to read and use texts full of more complex, academic language, usually based on more abstract concepts. I work with students from a variety of backgrounds; some fully literate in their first language, others not able to read or write but are fully competent in speaking and listening. Therefore, the way I help students to access unfamiliar texts very much depends on the individual student. The C-Pen was quite the breakthrough for me in supporting in my role.

The C-Pen is simple to use for those who are not tech savvy. Just plug it in to charge and before long, it’s ready to use. The simple menu screen makes it easy to select the target language. Then, as easy as it sounds, the tool is ready to be used. The tool works by the user highlighting the target text using the pen, either in print or on screen, and then it provides a translation of the word in the selected other language, along with a definition of the word. So, the C-Pen can be used by students working in English who want to know what particular words are, and their meaning, in their first language. Alternatively, students using first language texts to support their understanding of key concepts can use the pen to check the definition of any words in their first language they are not familiar with, keeping in mind that higher level texts may well have advanced language students have not even learnt in first language.

The pen will read out the target word and provide a definition of the word, in the two languages selected, on the screen of the pen. For those students not secure in reading, the fact that the pen reads out the target language overcomes this possible barrier. Nevertheless, this audio functionality is of course beneficial for all EAL learners; the importance of students hearing target language modelled is a fundamental principle of good practice for supporting students who are learning English as an additional language.

Often lessons are so fast paced, it can be difficult for students to use a traditional bilingual dictionary to look up individual words. With the C-Pen, it is much easier for students to look up words in fast succession as the tool works instantaneously. And, another real benefit of the pen, is it allows students to store texts and words they have looked up in files on the pen, so students can easily go back and look at any text they have looked up during their day and they can then download the files to their computer. They can therefore easily go over any texts or words, to recap their learning. They can even use the pen to audio record any ideas or thoughts they have.

The C-Pen very much encourages students to develop their independence in accessing and understanding unfamiliar texts. Students are easily able to use the pen without support from others. Nevertheless, it is of course a great tool for students to use collaboratively with others students too. Students who speak different languages, working on the same text, can use the pen to easily switch between definitions in different languages when focused on particular words/text.

Whilst it is important for students to be able to understand language at word level, it is also essential that students are able to use the language in context. The C-Pen supports with this. As well as giving a definition of the text, it also provides a sentence, in both English and the other language selected, in which the target word is used.

The C-Pen functions in English, Italian, German, Russian, Spanish and French. It really is a must have for all learners of English as additional language. 

More strategies for KS3 and KS4 can be found on the Hampshire EMTAS website.