Supporting language and learning
Many refugee pupils have a home language other than English. Teachers should value this linguistic diversity and provide opportunities for children and young people to develop and use their home language in their learning.
Refugee pupils 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 needs to be learnt in context, through practical, meaningful experiences and interaction with others.
Some refugee pupils may have experienced schooling and some exposure to English since their arrival. Others may be newly arrived in England and may have significant gaps in their prior learning.
Good practice
Some secondary schools have developed a range of strategies to help refugee pupils learn and achieve by supporting them to participate fully in the curriculum and make the best possible academic and social progress.
Build on what new arrivals already know and can do
The meeting the needs of all children area of this website suggests ways to gather information about pupils’ prior learning and of supporting their initial engagement with the curriculum. Effective assessment for learning can help pupils build on what they already know and enable teachers to set appropriate learning goals. Guidance is available on the Assessment for learning area of the QCA Pathways to learning for new arrivals website.
Encourage pupils to use their first language
Using first language skills can help pupils tackle the cognitive demands of the curriculum if their level of English competence impedes understanding. Schools can develop partnerships with Refugee Community Organisations (RCOs) to help increase schools’ understanding of their pupils’ background experiences and culture, and to develop curriculum work. Guidance on working with Community groups can be found on the QCA Pathways to learning for new arrivals website.
Monitor progress and achievement
By monitoring the progress and achievement of all groups of pupils across each subject area, schools can ensure that refugee pupils get the support they need to achieve their full potential. The meeting the needs of all children area of this website provides guidance on monitoring the early progress of new arrivals.
Modify and adapt the curriculum
By modifying and adapting the curriculum, schools can support the access and achievement of refugee pupils, including those learning EAL. Guidance on Modifying and adapting the curriculum is available on the QCA Pathways to learning for new arrivals website.
Have high expectations
Having high expectations of the abilities of refugee pupils, including those with EAL, will support their motivation and engagement. Pupils who are gifted and talented learners should be identified early. Guidance on teaching gifted and talented pupils is available on the Gifted and talented area of the QCA Pathways to learning for new arrivals website.
Support children who are learning EAL
For guidance see:
QCA Pathways to learning for new arrivals the English as an additional language area of the website.
Ethnic Minority Achievement Services (EMAS) in several local authorities have developed resources and guidance, which are available on their websites. An example is EMA - Online Support for Ethnic Minority Attainment, a resource base for teachers developed by Birmingham, Leeds and Manchester LAs.
Bristol EMAS provides a useful detailed menu of targets and strategies for mainstream teachers, suitable for drawing up action plans in relation to EAL learners. (doc)
Department for Children, Schools and Families (DCSF) Standards Site: Ethnic Minority Achievement provides schools with guidance and case studies of good practice.
Key
Stage 3 National Strategy produce a series of
booklets entitled Access and Engagement
that focus on teaching pupils for whom English is
an additional language. They contain advice and examples
of good practice. This guidance helps teachers review
the attainment of pupils with EAL, and develop strategies
to support them. Whilst this guidance is designed
for teachers of key stage 3, there are many aspects
in the booklets which are equally relevant to teachers
of older students. Scroll down the Resources
and publications section to select the subject
area of your choice. and engagement booklets are produced for the
following subject areas:
- English
- Mathematics
- Science
- ICT
- Modern foreign languages
- Art
- Design and technology
- History
- Geography
- Physical education
- Music
- Religious education
Teaching and learning
A variety of strategies can make lessons accessible to refugee pupils and ensure that activities and learning materials reflect their languages and cultures. Collaborative learning activities provide effective support to EAL learners to access and engage with the curriculum. For guidance see:
QCA Pathways to learning for new arrivals which includes Planning for the inclusion of new arrivals
Nottingham Ethnic Minority Achievement Service provides downloadable guidance on developing Collaborative learning in the classroom (PDF) activities with a range of examples and colourful supporting materials.
Key Stage 3 National Strategy and The London Challenge have together produced Ensuring the attainment of mobile pupils guidance (PDF). Working with three schools with good practice in relation to provision for mobile pupils, three aspects of teaching and learning were identified for development:
- Assessment of prior learning
- Deployment of support staff within a curriculum area
- The use of community languages to access and develop conceptual understanding.
Each of these aspects is developed within a core curriculum area. The rationale, methodology and impact of this work is illustrated on an accompanying DVD, supported by the training materials.
Make use of ICT
ICT can support the learning and teaching of EAL pupils. For example teachers can d eploy web-based resources. The use of ICT can free teachers, support staff and pupils from the usual constraints of the classroom. Resources that connect with pupils’ experiences, including their linguistic and cultural heritage, can be harnessed through developing collaborative activity around a topic. For guidance see:
British Educational Communications and Technology Agency’s (Becta) produce
Using web-based resources in Secondary EAL which suggests ways web-based resources can be used to support learning in citizenship, history, mathematics, RE and science. Becta also provides a range of ESOL resources and guidance for using ICT to support EAL pupils.
Develop flexible approaches
Different approaches can help meet the needs of children and young people who may have gaps in their learning. . This can include narrowing pupils’ option choices to allow the development and take-up of c urriculum support packages in the core subjects, taught by subject specialists and English language teachers. Refugee pupils can be offered support to access vocational and work-based courses and provided with additional learning opportunities, such as out-of-school-hours supplementary classes. The out-of-school-hours learning section of this website provides guidance.
Partnerships with other agencies and services
Partnerships, including those with community schools run by RCOs, can benefit pupils who need to catch up with their learning. Guidance on how to support Children with little or no prior education can be found on the QCA Pathways to learning for new arrivals website.
Support the emotional needs of refugee children
Children’s difficult experiences, including separation from close friends and family, can impact on their learning. The promoting emotional well-being section of this website provides guidance.
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.
Additional adults include:
- Teaching and classroom assistants
- Learning mentors
- Induction mentors
- Learning support assistants
- Bilingual language assistants
Additional adults can help remove barriers to learning and ensure all pupils are included.
Case study
Teaching to support literacy in science and geography (.PDF)
Haverstock School, in the London Borough of Camden, serves a very diverse community including many pupils from a refugee background. This case study describes a pilot project, delivered in partnership with Camden’s Ethnic Minority Achievement Service, to support the literacy of EAL pupils in science and geography.
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