The EAL team are:
At Thistley Hough Academy, we are determined to do our utmost, ensuring that students are empowered to successfully reach their full potential. We know that students at Thistley Hough may face a significant number of challenges. Therefore, the academy strives to ensure that everyone can achieve their goals in all areas of the curriculum, regardless of their background, ethnicity, gender, religion, sexual identity, educational needs or their first language.
Our EAL policy outlines the arrangements which help to recognise and meet the needs of students with English as an additional language (EAL). Both, this page as well as the policy, demonstrate the ways in which Thistley Hough supports students who have their first language other than English, and who are in the process of learning to use English as an additional language through the immersion in the curriculum and the broader life of the academy.
At Thistley Hough Academy, the EAL department is a growing unit responsible for supporting students new to the country whose first language is not English. The key role of the EAL department is to ensure that the new arrivals and those established EAL students are able to access all areas of the curriculum and to achieve their full potential.
The EAL department has formed a close collaboration with Flash Academy, the UK’s top EAL platform. Access to this remarkable resource has significantly enhanced the learning experience for our EAL students. Let’s explore their success stories and the transformative journey they’ve undergone.
According to the Department for Education (DfE), students who learn English as an Additional Language (EAL) are defined as pupils whose first language is other than English, who are exposed to another language other than English at home and those who are in the process of learning to use English as an additional language through immersion in the curriculum and the broader life of the school (DfE, 2020).
Due to such a wide definition, the Academy has now adopted the DfE Proficiency in English scales, to enable further categorising EAL students’ language proficiency and to monitor progress:
A – New to English – Students may use first language for learning and other purposes. They may remain silent in the classroom; may be copying/repeating some words or phrases and may understand some everyday English expressions but may have minimal or no literacy in English. Needs considerable amount of EAL support.
B – Early Acquisition – Students may follow day-to-day social communication in English and participate in learning activities with support. Beginning to use spoken English for social purposes. They may understand simple instructions and can follow narrative/accounts with visual support; may have developed some skills in reading and writing and have become familiar with some subject-specific vocabulary. Still needs a significant amount of EAL support to access the curriculum.
C – Developing Competence – Students may participate in learning activities with increasing independence. Able to express self orally in English but structural inaccuracies are still apparent. Literacy will require ongoing support, particularly for understanding text and writing. They may be able to follow abstract concepts and more complex written English. Requires ongoing EAL support to access the curriculum fully.
D – Competent – Oral English will be developing well, enabling successful engagement in activities across the curriculum. Can read and understand a wide variety of texts. Written English may lack complexity and contain occasional evidence of errors in structure. Needs some support to access subtle nuances of meaning, to refine English usage, and to develop abstract vocabulary. Needs some/occasional EAL support to access complex curriculum material and tasks.
E – Fluent – Can operate across the curriculum to a level of competence equivalent to that of a student who uses English as his/her first language. Operates without EAL support across the curriculum.
N – Not yet assessed – For students who have joined the school close to census day and for use where the school has not had time to assess.
Due to the broad nature of EAL provision, the EAL framework can be underpinned by a wide range of values, such as diversity, teamwork, respect for different cultural backgrounds. However, Arnot et al., (2014) suggest a conceptual framework through a triangular process consisting of language development, social integration and educational achievement.
The research (Arnot et al., 2014) defines social integration as pupil participation in academic and social activities both in the classroom or outside of it. Language development focuses on the progress of students’ acquisition of English across all subjects. Moreover, educational achievement refers to pupils’ academic development throughout their entire school life. Thus, the above values will form a strong foundation and reinforce positive relationship between peers at Thistley Hough Academy. (adapted from Arnot et al., 2014)
EAL Provision is currently separated into three waves:
• Wave 1- quality first teaching – inclusive strategies for all students
• Wave 2- short term intervention – targeted provision for a small number of students
• Wave 3- long term intervention – specialist provision for many EAL students who have been in the UK less than 3 years.
Due to the different levels and abilities of students at Thistley Hough Academy, the following courses have been carefully selected for students in order to effectively access EAL curriculum:
Cambridge ‘Think’ A1 Starter and A2 – is aimed at ‘new to English’ (band A) students who have recently joined Thistley Hough Academy and those EAL students who have not been introduced to English language before. ‘Think’ Cambridge will challenge and inspire students through guided writing and speaking activities to build confidence. The ‘Think’ self-esteem activities, will help students to develop positive attitudes about themselves and others. This course, with the emphasis on critical thinking, promoting British values and self-esteem, has been specifically chosen in order to develop students ensuring their academic and lifelong success.
Cambridge Global English – this language-rich English course, has been developed to provide comprehensive support for students of English as an additional language with increasing independence (bands B, C and D). It has an international focus with topics chosen to reflect diversity.
The units of learning covered within this course, engage students through diverse curriculum-based activities in order to help them acquire content knowledge and practise English language across all subjects. The emphasis is placed on developing competence within speaking, listening, reading/viewing and writing as well as vocabulary development. Students can develop critical thinking skills and obtain skills and strategies to help them approach new learning situations with confidence.
Intervention Groups – this involves students who have been in the UK less than 3 years. They have been assigned to an intervention group for an additional support with their English language. Their work will cover the main areas of the curriculum.
Flash Academy – an award-winning platform for schools, supporting teachers to deliver learning for students who don’t have English as their first language. The platform can be used on smartphone, tablet and PC and teaches English from over 35 different home languages.
Extra-Curricular activities – lunch time clubs and after school clubs available for any student who would like to improve their English language in writing, reading and viewing, speaking and listening. Sessions are targeted at newly arrived students who may have had little or no exposure to English language and culture. Interactive and fun activities to help students improve their communication skills, boost confidence, support academic attainment and reduce stress levels within the language barrier.
Mentoring – the EAL staff offer individual support to our students, ensuring students can successfully manage their work within the new school environment.
Buddy system– we have a pool of established EAL students who support new arrivals.
Dictionaries – newly arrived students have access to a wide range of dictionaries with their home/English language.
Intervention Groups – this involves students who have been in the UK less than 3 years. They have been assigned to an intervention group for an additional support with their English language. Their work will cover the main areas of the curriculum.
Flash Academy – an award-winning platform for schools, supporting teachers to deliver learning for students who don’t have English as their first language. The platform can be used on smartphone, tablet and PC and teaches English from over 35 different home languages.
Extra-Curricular activities – lunch time clubs and after school clubs available for any student who would like to improve their English language in writing, reading and viewing, speaking and listening. Sessions are targeted at newly arrived students who may have had little or no exposure to English language and culture. Interactive and fun activities to help students improve their communication skills, boost confidence, support academic attainment and reduce stress levels within the language barrier.
Mentoring – the EAL staff offer individual support to our students, ensuring students can successfully manage their work within the new school environment.
Buddy system– we have a pool of established EAL students who support new arrivals.
Dictionaries – newly arrived students have access to a wide range of dictionaries with their home/English language.
Here is a list of websites, which can help your child to improve their English language.
