A Whole School Approach to EAL: Building Inclusive Learning Environments

This blog, A Whole School Approach to EAL: Building Inclusive Learning Environments, is the third blog in the EAL series. Previous blogs can be viewed here: Understanding EAL Assessment and The EAL Learner.

As educators, we know EAL leaners are a diverse group with different levels of language proficiency and cultural backgrounds. The January 2024 School Census shows over 1 in 5 pupils are identified as using EAL and also shows that the number of EAL learners is continuing to grow. As such we need to ensure that we are providing an environment that is supportive in all areas of school life: from academic to social and emotional engagement.

This blog aims to provide guidance as to how to structure a whole school approach to EAL, which is a collaborative, school-wide strategy where every member of the school community is involved in supporting EAL pupils.

Inclusive Attitudes

In their research on inclusive attitudes, M. Evans et al (2020) identified 4 dimensions of inclusion. These are:

• Linguistic
• Academic
• Social
• Educator’s attitudes
  (Language Development and Social Integration of Students with English as an Additional Language – M. Evans, Schneider, Arnot, Cambridge University Press, 2020)

The four dimensions of inclusion offer a great framework for thinking about a whole school approach to EAL. The first three can be used as a way to structure the approach, helping to shape support and provision across all areas of school life with the final point interweaving across all areas. Through this framework schools can create a welcoming and inclusive environment for EAL pupils, which celebrates cultural diversity and promotes mutual respect.

Linguistic Inclusion

When thinking about linguistic inclusion, there’s no better place to start than with the following quote from Jim Cummins:

“To reject a child’s language/s in the school is to reject the child.”

J. Cummins 2001

When learning a second language such as English, the learner will draw on their first languages to achieve success. Both languages work together to develop understanding. A common misconception is that they sit in separate parts of the brain and are unconnected entities however, Professor Lee Wei from UCL suggests that if a learner can maintain their home language, then ultimately, they will achieve greater cognitive flexibility which can lead to higher outcomes. Therefore, it is crucial that we give time and recognition to the importance of developing and using the learner’s first language.

In terms of what this means on a practical level, we can provide a number of different opportunities for pupils to use their first language. In lessons, pupils can take notes in their first language before translating into English. This could include annotating a diagram or creating a mind map in their first language before responding in English to questions. Additionally, encouraging the use of their first language to count when completing a maths problem initially would allow the child to focus on the initial content rather than the translating from the outset. This process is called translanguaging and allows the learner to draw on their full linguistic repertoire to support their learning. This is an empowering process utilising the learner’s prior knowledge and is a key aspect of EAL pedagogy (NALDIC 1999). Schools can encourage parents to continue to use and maintain their home language as it is an important part of the EAL Learner.

In the book Teaching EAL (Multilingual Matters 2021), Robert Sharples advocates for the following activities to help understand where a school might be on their journey to linguistic inclusion.

• Activity One – Survey the Linguistic Landscape

Starting in the reception area, work your way around the school really thinking about where are the languages not only visible but also audible? Take notes of the languages you can hear particularly in the teacher-controlled environment (the classroom) and the pupil-controlled environment (the playground, at lunchtime). Think about what the difference is between the two settings and the engagement and attitude of the learners in each. Start in reception area and make way to the classroom – where are the languages visible?

• Activity Two – Shadow a Pupil

This can be in the teacher and pupil-controlled environments. Think about the interaction between the EAL learner and the other pupils – how are they spoken to, is their name used and said accurately? Do they go unnoticed by staff/pupils? Are they part of a supportive friendship group? How do they use their first language? Are lessons adapted and what do the scaffolds look like for them? What would you change for this pupil if you could?

These activities are worthwhile when thinking of whole school strategic approaches and as creating space for the learner’s first language is crucial.

Academic Inclusion

Once space has been created for the learner’s first language in the curriculum, the next step is to consider how we can support the academic learning. For EAL pupils, they have double the learning – they need to develop understanding of the content as well as understanding of the second language. Therefore, intentional planning for the teaching of language is required. This can be through ensuring key vocabulary is explicitly taught, sentence stems are provided and tasks are adapted so that the cognitive challenge remains. Examples of this can be through use of graphic organisers, diagrams etc.

It is important to keep high expectations especially if new arrivals have age-appropriate subject knowledge. At times, adults can presume children who are less fluent in English have learning needs, when, in fact it is a language barrier. As mentioned, providing support through advocating the use of the first language is key as well as providing: translation tools, first language buddies and the effective use of AfL to inform appropriate scaffolds. The previous blog on Assessing EAL learners can be used to guide understanding of further ways to support EAL learner in lessons.

Social Inclusion

Our schools should be a reflection of the communities we serve and as such building social inclusion into the essence of a school will further help to value and empower EAL learners and their families.

We might want to start by considering how the school communicates with parents. M. Evans (2020) has broken down communication into 3 different areas which we can use to help consider which way would be most effective for building strong parent partnerships in the school:

• Linear Communication – this is a one-way process whereby information is shared with the receiver creating a closed circuit. Examples of this could be a school newsletter.
• Interactional Communication – this is when there is a short feedback loop where a response to a request is made. The request is initiated by the school and is focussed on the school’s interests. Examples could be a school survey in which parents respond.
• Transactional Communication – this is where there is a shared simultaneous dialogue. It is a space where the ‘to and fro’ of conversation and discussions can happen which are based on both parties’ interests. Examples could be a Parent Partnership or Ambassador group, a PTA or working group within the school.

You may want to ask: is there a more dominant form of communication and what might be the impact of this for understanding the community needs of the school? In their report, ‘How schools are integrating new migrant pupils and their families’, C. Manzoni and H. Rolfe (2019), highlighted the effective use of Parent Ambassadors in some of their case study schools. The Parent Ambassador group showed excellent use of the transactional communication process which helped to further strengthen the school’s offer for EAL pupils and all pupils. The Parent Ambassadors worked closely with school staff to review not only what was important to their community but also questions the community had for the school.

Through the creation of open networks of dialogue, Parent Ambassadors can form meaningful relationships with schools and as such schools can adapt their offer as necessary ensuring they are able to understand the needs of the communities they serve. Creating networks with the community can be incredibly powerful and developing partnerships with parents, carers or community leaders is crucial for ensuring social inclusion is meaningful and reflective of their needs.

When thinking about how to develop the social communication further, the next step can be to draw on the theories we often use in teaching. Vygotsky’s social development theory focusses on how we learn in social situations as we are inherently social beings We can use this knowledge to help shape our approach to social inclusions for example, we can think about how to create spaces for meaningful discussion and activities that involve the community.

The following strategies can be low-cost, high impact ways to develop social inclusion in the school setting:

• Stay and play
  Often, this is considered as part of the EYFS settling in sessions however, reframing this as a ”parent/carer morning” would develop this beyond the foundation stage. Parents or carers could participate with their child in a maths or English lesson, with a lesson adapted to include children and adults. Parents are then able to understand first hand what happens in this lesson and see the child engage in this environment.

• Language classes
  These can help develop parental understanding of English and the education system. Workshops could focus on understanding educational vocabulary relevant to their child’s key stage, information about health screenings, how to register with GP and vaccinations offered.

• Creative workshops
  These activities, such as cookery or crafts, are designed for both parents and pupils, aiming to engage parents in school life by encouraging interaction with other migrant families. C. Manzoni and H. Rolfe (2019) research delivered a 10 week drama programme where children took part in performing and parents helped with props and costumes. This gave opportunities for meaningful interaction and a connection with the school.

There are many ways to integrate parents or carers into the school community beyond those mentioned above, but the key behind any successful approach is the ability to create a warm welcome from the outset and to ensure these approaches are run on a regular basis so that the community become integrated into the school year after year.

An Inclusive Approach

By fostering an inclusive approach, this will not only benefit EAL learners but the whole school community, promoting empathy, understanding, and cultural awareness. In many ways the civil rights leader and the 15th United States Assistant Attorney General, Roger Wilkins says it best in the following statement:

“We have no hope of solving our problems without harnessing the diversity, the energy, and the creativity of all our people.”

Therefore, if we can create an inclusive setting for children from the moment they enter our schools we know we are teaching values that the children can embody throughout their lives.

This blog is the 3rd in a series of EAL blogs which aim to support schools in developing effective strategies for supporting English as an Additional Language learners.

• The EAL Learner
• Understanding EAL Assessment
• Developing a whole school approach to EAL

For more information on EAL and how we can help support your school, please contact Liz Dwarampudi, Education Consultant at liz.dwarampudi@oneeducation.co.uk