English as an additional language (EAL) for Early Years

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