English as an additional language (EAL) for Early Years

"A pupil's first language is defined as any language other than English that a child was exposed to during early development and continues to be exposed to in the home or community." (DfE 2016)

An increasing number of children in early year's settings and schools are learning English as an Additional Language (EAL).

In this section there is a number of pages to provide some guidance for you.

'A pupil's first language is defined as any language other than English that a child was exposed to during early development and continues to be exposed to in the home or community.' DfE 2016

An increasing number of children in early year's settings and schools are learning English as an Additional Language (EAL).

They are an extremely diverse group:

• Some children will be bilingual from birth, because their parents use two languages
• Some children will speak some English at times, but are not fluent
• Some children will speak conversational English, but are not able to express more complex thoughts
• Some children will be at a much earlier stage of learning English

The National Picture

The rich diversity of English culture society and language, which has evolved over centuries, is reflected in its schools. Over 25% of pupils are from an ethnic minority background and almost one in six pupils speak English as an additional language.

Learners arriving from overseas come from many different countries and even those children from the same country may have diverse ethnic, religious, political or social class backgrounds.

The number of children who speak a language other than English at home has risen by 20% in 5 years. The rise in the East of England is 40%.

Diverse Norfolk

Did you know?
Portuguese is the most widely spoken second language in the Norfolk.

For hundreds of years, refugees have travelled to Norfolk bringing new skills, language and customs. Since then, refugees have continued to make an important contribution to the culture and economy of the county.

Did you know? - The canary
It is widely known that 'The Canaries' is the nickname of Norwich City Football Club, but did you know it is thanks to refugees that Norwich is associated with the bird?

In the 16th century a large number of Dutch refugees settled in Norwich. This group, who became known as 'the strangers', brought their pet canaries with them. By the early 18th century, canary breeding had caught on in Norwich and the City had developed its own varieties.

Norwich City Football Club adopted the Canary as its badge in 1922 but the team was commonly known as 'The Canaries' from soon after its formation in 1902.

Who are EAL families in Norfolk today?

Norfolk is a linguistically rich county. Children from a minority ethnic background may be monolingual (speak one language), bilingual (speak two languages) or multilingual (speak more than two languages).

EAL children joining settings in Norfolk range from those who have been born in the UK to UK born parents, to those whose families move to the UK for economic reasons or to study. Also as Norwich is a dispersal centre for asylum seekers there is also a growing number of Asylum seeking families and a growing refugee community.

Eleven per cent of Norfolk school pupils are from minority ethnic backgrounds and largely comprise the following family groups:

Migrant worker families:
Arrive mainly from Eastern Europe and Portugal. Parents are often non English speaking or have low levels of spoken English.

Asylum Seeker and refugee families:
Arrive mainly from Africa, Iraq and Afghanistan and more recently, Syria. Families may be illiterate or literate and highly skilled. Norwich is a dispersal site for asylum seeker and refugee families. All will have experienced varying levels of trauma and insecurity due to prior experiences.

Short-term families:
They often study or work at the University or work for a large company. Comprise a wide range of nationalities and varying levels of English. Families are often highly academic. Norwich has a wide spread of nationalities and languages spoken. Other parts of the county tend to have clusters of one or two nationalities.

These are a few of the languages spoken in Norfolk, other than English:

• Portuguese
• Polish
• Lithuanian
• Russian
• Chinese
• Latvian
• Arabic
• Malayalam
• Bengali

Everyday situations can raise issues relating to cultural difference. An awareness of differences in values, attitudes and beliefs can reduce the possibility of misunderstandings arising. However, it is also important to be aware that families will vary in how strictly they observe the customs of their culture and religion.

• The family may not have prior experience of early years settings either in the UK or elsewhere
• Some children have access to several languages at home, which may or may not include English
• In different cultures the family name may be given first or children may have a religious title in addition to a personal name
• Attitudes to punctuality and attendance may vary greatly from one culture to another
• There may be a dress code that children have to adhere to
• Some children prefer to avoid physical contact, for example in some cultures some children may feel uncomfortable about having their heads touched, as the head is considered sacred
• Some Asian families may not want to have any contact with animals
• Some cultures and religions forbid certain foods eg pork is forbidden within Jewish culture, Muslin families may prefer their children to choose the halal option. Please take care with hidden food ingredients eg gelatin in yoghurts, desserts or sweets.
• Some families observe dietary customs more than others, eg some Christians abstain from eating certain foods at certain times, eg meat during Lent
• Some children are only used to eating with their fingers and may not be accustomed to knives, forks and spoons
• Sometimes children avoid eye contact as a mark of respect for those in authority, this is often the case with Chinese and Thai pupils
• Some children are used to speaking only to offer a correct answer and need encouragement to make a guess or have a discussion
• A smile is a gesture of respect in some cultures, so children may nod and smile to please you - it does not necessarily mean that they understand.
• Sometimes children are overwhelmed by the freedom and range of exciting activities - they may not understand the boundaries of behaviour and co-operation
• Children are likely to become tired quickly - it is exhausting being surrounded by an unfamiliar language

This section considers the ways in which practitioners can support children's understanding and communication by using every day routines, objects and visual prompts. Also included is information on the early stages of learning English.

English and the home language

These days it is not unusual for EAL children to join early years settings. This means that children are learning one or more languages at home with their parents and adding English to these at their place of learning and in the wider community. Their level of language learning will be dependent on many factors as will their level of English.

The child's first language needs to be valued as research shows that it provides a foundation upon which subsequent languages can be built. The importance of this needs to be communicated confidently and sensitively to parents. This ethos is embedded in the EYFS statutory framework (opens new window). Continued use of the home language can also provide key assessment information while English learning is at an early stage.

Early stages of learning English

As a practitioner you may experience some or all of the following when working with children who have English as an Additional Language.

Continued use of home language

A child continues to use their home language within a setting assuming that others can understand.

Silent or non-verbal period

Many EAL children who are at an early stage of learning English go through a 'silent period' when they first enter an unfamiliar setting. During this time, children will be watching, actively listening, and exploring their environment to understand new experiences and to develop new meaning. They will be trying to relate previous knowledge to new contexts. It is important that children should not feel pressurised to speak until they feel confident enough to do so. However, it is essential that adults continue to talk to children to model speech, support nonverbal responses and engage them in activities. These strategies will help children internalise the language they hear and develop a sense of pattern, meaning and a range of language functions. During this time, children may begin to use non-verbal gestures as a response to a question or to indicate need. It is important to remember that understanding of language is in advance of spoken language.

Single words, phrases and routines

As with all children language development will occur at different stages. Children may begin to echo single words, labelling common objects, eg scooter, cup, water based on needs and wants. They may also start to echo short commonly used phrases, good morning, my turn. All attempts at speech should be encouraged and praised.

Children may begin to join in with familiar stories' refrains - "I'll huff and I'll puff and I'll blow your house down", repetitions - "Oh no, you can't go under it, you can't go over it", and actions songs.

Continued progress

Children will continue to use extended phrases or simple sentences which contain small errors in the use of plurals, tenses, personal pronouns etc, eg "my go to toilet". The adults' role is to unpack the meaning behind the phrase: does it mean, "can I go to the toilet", "I've been to the toilet", "I want to go to the toilet". Best practice would be for the adult to recast the language eg "do you want to go to the toilet", "I want to go to the toilet", "can you show me where it is", or "you went to the toilet, well done". By recasting the language you are providing the child with the correct model of language use. The emphasis should be on the communication of meaning and children will develop more control in their use of functional language and although small errors in the use of tenses, word endings and plurals will continue for some time children will begin to understand the use of different grammatical structures in English, which may be different to their home language.

How practitioners can help

There are number of strategies for supporting the development of language but it is vital to ensure that all progress is encouraged and praised accordingly. Children will be watching and listening to others around them so it is important to support talk with visual cues to help convey meaning.

Strategies can include:

• Use gestures, visual prompts and props to accompany the spoken word
• Speak clearly and not too quickly but do not shout
• Model target sounds or words and use lots of repetition
• Make sure names are pronounced correctly by all
• Avoid correcting children, rephrase and model speech instead
• Learn some phrases in child's home language
• Identify how activities can support language learning opportunities when planning
• Provide opportunities for sharing books with repetition
• Use songs and rhymes to provide opportunities for joining in, at whatever level
• Ensure role play areas and resources reflect the various cultural backgrounds of the current cohort of children
• Consider sharing bilingual expertise between other settings

Here you will find common questions and queries raised by practitioners supporting children with English as an Additional Language and their families. It is important to remember that all families are unique and as such require an individual response. The suggestions are by no means definitive but we hope they encourage further reflection.

The pages will be updated on a regular basis. If you have any questions or suggestions that could be included, please contact your Early Years Advisor.

Do children with English as an Additional Language have Special Educational Needs (SEN)?

EAL is not a Special Educational Need (SEN), however, if concerns about language development arise it is important to liaise closely with the child's parents to obtain a full and accurate picture of the child's development, including language skills at home. (in some cases first language assessment may be necessary) Thorough assessment of starting points and monitoring of progress will support identification of any further needs, parental input is essential. If you have concerns regarding a child's development please contact your Early Years Advisor.

A child within our setting will not talk to an adult although we have observed them chatting to their peers. What should we do?

For many children, social language develops through regularly encountered play situations involving their peers. Children learning English may begin to understand talk directed at them, but may not be ready to produce a reply or use reciprocal speech. Continue to model speech without putting pressure on them to respond. Over time they will begin to make sense of speech and have the confidence to respond.

See the Developing communication section of this website for further information.

We need an interpreter to help us meet with a child's parents. How do we find out about availability of interpreters?

Access to a telephone interpreting service is now available to providers through Language Line, which is a 24 hour service.

Please contact the early years advice line for information on how to access this.

We need to inform parents of an urgent matter. How best should we do this to ensure they understand and are able to respond accordingly?

Access to interpreting is very useful in situations where support is needed immediately, for example in an emergency situation or where the conversation is likely to be brief you can use Language Line (see separate guidance in this section). However on other occasions consider the use of Google Translation app (voice activated/written) or free downloaded materials

When a child starts a new provision, a smooth transition is vital to enable them to settle into a new and often unfamiliar, environment.

This can be a particularly daunting experience for a child with English as an additional language. Effective planning and preparation is essential in order to give them the best possible start. This includes being aware of the needs and backgrounds of both the child and their family.

Gathering information

Meetings with parents and carers are essential, so that aspirations, strengths and potential difficulties can be discussed. 'All About Me' information should also include information about other professionals involved in providing support and advice.

If parental skill and confidence with spoken English is limited, initial discussions could prove difficult unless managed effectively. Translation support may be needed to collect key information at the outset, for example, health and medical information.

When assessing understanding of English, practitioners should check levels of confidence and ability in speaking, understanding, reading and writing English as this can vary greatly among families.

In Norfolk, telephone translation support is provided through the NCC Early Years Team (see separate guidance).

Important information to collect through the registration process:

• The child's name and correct pronunciation - it is a good idea to additionally record it phonetically to support correct pronunciation for the child throughout the setting
• Date of birth can be perceived differently in some countries so additional clarification may be needed and in the case of the refugee/asylum seeking community dates of birth may be estimated
• Country of origin
• Special circumstances eg is the child adopted, an asylum seeker, arriving from a war zone, etc
• Who lives in the family home
• Other important family members
• Religion
• Important celebrations
• Cultural needs
• First language spoken in the family home and any other languages spoken, understood etc. by the child and adults in the home.
• Is the spoken language the same as the written language? eg Sylheti/Bengali and are the family able to access the written forms of their language
• Speech and language development in the child's first language - are there any concerns?
• Dress code/cultural preferences
• Dietary requirements eg allergies, medical information
• Previous experience of attending early years provision

Supporting parents

It is important to create effective working relationships with parents who may have little or no prior knowledge of the UK education system. Parental expectations may be very different if purely based on their own prior experiences.

Routines within individual settings, play environments and resources may require further explanation for EAL parents. Giving clear information during the admission process, enhanced with visual cues and translated material where necessary will reduce the potential for misunderstanding. It is also important to be aware that parents may be initially reluctant to engage with staff due to limited confidence in speaking English.

Parents will benefit from:

• A walkthrough of the setting, including outdoor area
• Time in the setting with their child, to observe play, routines and expectations Information to be shared:
• Session opening and closing times
• Key people at the setting
• How information will be communicated eg text message, email, Language Line
• What children may need (spare clothing, bag, snack)
• Expectations, rules and procedures
• Translated written information where possible
• Play and learning ideas to continue at home
• The importance of maintaining the home language when learning English eg translated information available at www.talktoyourbaby.org.uk (opens new window)
• Information about the local children's centre and community groups which may offer support and language classes, eg English for Speakers of Other Languages (ESOL)

Creating an environment to support children and families

Early years providers should create an environment that actively promotes and celebrates inclusion and diversity.

The following provision will support inclusive practice:

• A pictorial Welcome Book translated where possible to reflect key languages, also available on the provision website. An accessible newsletter for ongoing information could also be considered - less text more visuals/diagrams will aid general comprehension
• Welcome multilingual posters and displays
• Displays and information reflecting different cultures
• Access to translation services eg Language Line
• Parent notice board to include information in key languages with visual cues
• Calendar identifying key celebrations for different faiths and cultures
• Dual language books eg Mantra Lingua
• Provide consistent routines with clear visual cues
• Key phrases and signs reflecting a child's first language
• Culturally sensitive resources eg role play food and dressing up clothes, jigsaws reflecting other cultures, skin tone crayons and pens, musical instruments from around the world
• Designated space for quiet time in setting
• Staff professional development in inclusion, culture and diversity and EAL

Settling in

If sufficient knowledge is shared during the induction period, both the child and family will be better prepared for their first experience of the setting.

A newly arrived child may go through a period of silent observation while they develop confidence. They may be fearful of talking for fear of getting it wrong. They may be distressed about separating from family for the first time. Cultural differences may stop a child from making eye contact or physical contact.

Strategies to consider:

• Ask the parent to stay with the child for a longer period
• Check name pronunciation and make sure staff can say it properly
• Show the child pre-school routines with simple accompanying language eg greeting, name of helpers, toilet, drinks
• Use exaggerated facial expressions
• Use actions and gestures eg sit on the carpet to model what to do at story time
• Consider using signing, including all children, though always let them hear good models of English to accompany this.
• Model using real objects eg show child paint brush when it's time to paint
• Use pictures and photographs to develop understanding
• Create and use a visual timetable to show the routines and when parents are coming back.
• Pair the child with a friendly and caring buddy
• Use books with actions, resources and puppets
• Create 'survival language' packs which the child may need initially and use alongside visual cards and prompts eg hello, yes, no, thank you, toilet, I'm sad, I'm happy - consider sharing this with the parent/carer
• Provide role play and activities, songs and rhymes which support repetition of vocabulary
• Don't expect or insist on speech too early; listening time is vital for tuning in
• Try not to misinterpret facial expressions, gestures, body contact and personal space, all of which can vary from culture to culture

Best practice for all children, including EAL:

• Allow lots of time for the child to observe - a 'silent period' may last weeks or even months
• Use visual supports (objects, photographs and pictures) and a pictorial daily timetable
• Face the child and speak clearly, use positive expressions, gestures and repetitive phrases
• Observe the child's actions and interactions to help you plan next steps in learning
• Play alongside, commenting on what the child is doing using short, simple sentences
• Learn some key words/phrases in the child's home language
• Display and name everyday objects
• Make sure the child has plenty of opportunity for physical play and quiet rest
• Provide lots of sensory experiences - things to observe, touch and smell
• Encourage children to explore all areas of play and learning
• Play Lotto and other games; matching, picture sequencing, Simon Says and Kim's Game
• Use stories with simple text, clear pictures and props
• Retell stories with puppets or masks
• Encourage children to bring a prop (book, toy, photo) to support speaking
• Sing and say rhymes and songs everyday
• Provide opportunities for children to play together and encourage friendship
• Encourage and praise all attempts at communication

• Encourage parents to continue to speak to their child in their first language as this will help the child to learn English
• Time is very important when supporting parents to settle their child into a new environment - remember to allow extra time
• Parents understanding of English may be better than their spoken language
• Remember that gesture is a powerful form of communication
• Ensure communication with parents reflects their child's learning, friendships their children are making, strengths and areas of learning parents can promote at home
• Spend time finding out about the child's home background and experiences
• Use photographs to share experiences
• Invite parents into the setting to develop an understanding of activities and routines
• Ask parents to provide a few key words and phrases in their first language and pictures or artefacts from the country of origin

• Include books showing people and places from all around the world as well as stories from other countries and books in other languages
• Have skin tone crayons, paints, paper and markers available
• In the role play area, include dolls with different skin tones, genders and multicultural clothes for both the dolls and the children
• In the role play area include cooking utensils and different types of food and packaging
• Include puzzles that reflect different cultures
• Use musical instruments from around the world
• Display objects of interest eg pieces of pottery, animals or fabric from other countries
• Introduce healthy food from around the world at the snack table
• Inviting parents to read or talk to the children about the country that they come from at story time
• Provide opportunities to listen to music and stories in the children's home language from around the world
• Use puppets reflecting cultural diversity
• Introduce a travelling teddy bear that children can take home, on holidays, take photographs of and talk about when they return to the setting
• Display texts in different languages

What is Language Line?

Language Line is a telephone interpreting service that connects via telephone individuals who wish to speak to each other but do not share a common language. The telephone interpreter converts the spoken language from one language to another, enabling listeners and speakers to understand each other.

Why we sometimes need to use professional interpreters

If it is clear an interpreter is required, then it is strongly recommended a professional interpreter be used. Failure to provide, or failure to provide the right standards of interpretation, could lead to worse outcomes and ultimately higher costs for both service users and your organisation. Research shows using friends, family members (it is always inappropriate to use children) or untrained/unqualified interpreters often risks compromising accuracy, misinterpretations, neutrality, omissions, additions and may result in breaches of confidentiality.

Language Line uses professional qualified interpreters ensuring both parties are able to communicate their needs clearly.

It is important to consider/provide a Language Line interpreter when:

• A non-English speaker indicates that an interpreter is needed
• The person does not appear to understand what you have said
• The person cannot communicate fluently in English
• In some cultures it may be polite to say yes even if the question s not understood

Telephone interpreters (Language Line) can be used for:

• Obtaining accurate essential information prior to admission
• Routine noncomplex meetings
• Short interviews, including unplanned emergencies
• Giving updates on progress
• Reminders of pre booked appointments
• Contacting parents at home
• Cancelling or explaining events
• Accessing languages that are difficult to source

How much does it cost?

This service is FREE to all early years providers in the private, voluntary and independent sector including childminders. The actual cost of using language line is paid for by Norfolk County Council Early Years Team. Telephone interpreters are charged per minute of interpreting and it is important you make sure you contact the Early Years Advice Line following any use of this service to inform them of the actual time of any conversations.

Information you will need when using Language Line

• Access code - available from the early years advice line
• Name of your organisation
• Your name and language needed
• Your clients telephone number, if they are not with you
• Context of the conversation

How to use the telephone interpreting service

The non-English speaker IS with you:

1. Dial 0800 169 2694
2. Give ID code and organisation name to operator
3. Request language
4. Non-English speaker connected to interpreter

The non-English speaker is NOT with you:

1. Dial 0800 169 2694
2. Give ID code and organisation name to operator
3. Request language
4. Give non-English speaker's phone no. to operator
5. Operator calls non-English speaker
6. Non-English speaker connected to interpreter