Supporting language and learning

Many refugee children in early years settings will have a home language other than English. Practitioners should value this linguistic diversity and provide opportunities for children to develop and use their home language in their play and learning.

Young refugee children may be at different stages of learning English as an additional language (EAL). Some will be developing their first language; others may be bilingual when they enter school. As with their first language, English will be acquired in context, through practical, meaningful experiences and interaction with others.

Some refugee children may have experienced some early years education and some exposure to English since their arrival, others may be newly arrived in England.

Good practice

Early years settings are developing a range of strategies to help refugee children be fully involved in play and learning, so they can make the best possible progress.

Build on what children already know and can do

Practitioners should ensure that children’s languages and cultural experience are valued. The QCA Pathways to learning for new arrivals website provides useful Country information which includes background information on the languages, education systems, religions, naming systems and cultures of the countries from which many refugee children come.

Discuss children’s language experience with parents and carers

When children arrive in early years settings practitioners can discuss a child’s language history with parents, so that they can make themselves aware of the background, experience and language profile of the child. This is also an opportunity to talk with parents about how language learning at home can support language development in the setting. Early years practitioners can reassure parents of the importance of speaking and reading to children in their home language. The parental involvement and family learning area of this website provides information on resources.

Monitor progress and achievement

By monitoring the progress and achievement of all groups of children practitioners can ensure that refugee children get the support they need to make good progress and achieve their potential. Monitoring and assessment procedures should not disadvantage children from particular ethnic or other backgrounds. The meeting the needs of all children area of this website provides guidance on assessing children’s development and linguistic background and the use of the Foundation Stage Profile. ‘ Assessing EAL Children at the Foundation Stage’, published by Learning Design, is an example of support for practitioners in the assessment of children in the foundation stage who have EAL. It aims to make the link between planning and assessment and to give practitioners practical ideas to support the learning of young bilingual children.

Plan play and learning opportunities that develop language skills

Children should be able to build on their experiences of language at home so that their developing use of English and other languages support one another. Early years settings can provide a variety of materials in the children’s home languages as well as in English, including books, notices and labels. Children should also listen to their home languages as well as English, for example through use of audio and video materials. Play provides young children with opportunities to interact with each other and develop language and communication skills. The promoting emotional well-being area of this website provides further guidance on refugee children and play. For further guidance see:

QCA Pathways to learning for new arrivals Communication, language and literacy

Hampshire EMA Service provides a list of suggested activities for young bilingual learners.

Hounslow Language Service has a wide range of foundation stage teaching resources including bilingual stories and word lists.

MantraLingua and Milet produce a wide range of bilingual books, posters, CD ROMs etc.

Ensure that newly arrived children have time to absorb English

Some children may take a longer time before they feel confident enough to participate actively in activities and use the English they have learnt. A 'silent' period is natural for some children and should not be construed as the child having learning difficulties.

Make use of ICT

High quality ICT programs can support language skills and reinforce learning. The British Educational Communications and Technology Agency (Becta) provides a guide on using ICT with EAL pupils.

Develop the roles of additional adults

Guidance on Working with additional adults in the classroom can be found on the QCA Pathways to learning for new arrivals website. In early years settings, additional adults includes:

• Teaching and classroom assistants
• Learning support assistants
• Bilingual support assistants
• Parent volunteers
• Nursery nurses.

The meeting the needs of all children area of this website provides more guidance on the role of bilingual assistants.

Support the emotional and social needs of young refugee children

Difficult experiences, including separation from close friends and family, may impact on children’s play, learning and well-being. The promoting emotional well-being section of this website provides further information and guidance.

Case study

Valuing and supporting home languages (.PDF)

Hanley Crouch Playgroup in the London Borough of Islington recognises that the diversity of languages spoken by children and families is a cultural asset. Valuing home languages is seen as a key part of supporting children’s developing cultural identity and their self-esteem. This case study demonstrates how the playgroup works closely with an advisory teacher to develop ways of valuing children’s home languages and encourages parents and carers to use them in play and learning activities with children.