Strategies for Assessing children for whom English is not their home language in the EYFS ProfileThe principles of good practice for children learning English are the principles of good practice for all children. Children musthave opportunities to engage in activities and first-hand experiences that do not depend solely on English for success. They mustbe able to participate in ways that reveal what they know and can do in the security of their home language.The three aspects specific to the assessment of children for whom English is not their home language are: development in their home language development across areas of learning, assessed through their home language development of English.Within the EYFS profile, the ELGs for communication and language, and for literacy, must be assessed in English.Allow extra time for any child who is very new to English language and who might be separating from parents for the first time.Emotional support and reassurance for the parent and child will help to settle the child. A mid-week start for the first week canhelp to reduce the stress for young children. Formal assessment at this stage is not appropriate.Accessing learning in your classroom is a very positive opportunity for children new to English, so do not feel discouraged by thefact that you may find it tricky to assess them accurately. Many aspects of EYFS can be assessed through home language or withoutassessment in English.February 2017Early Years TeamChildren's and Young People's Services
Good practice tips: Obtain as much information as possible about child’s background, e.g. Correct name, languages, parents and siblings,religion, previous schooling, dietary needs, medical information, etc. Observe the child and raise questions with parents or bilingual staff to be confident about what the child knows andunderstands, e.g. how good is child’s first language, do they respond in sentences, etc. Display signs, books, numbers, key words in child’s first language:http://www.schoolslinks.co.uk/resources m/https://translate.google.co.uk/?hl en Use audible resources in child’s first language, e.g. bilingual staff, talking books, product-type/Bookshttp://www.mamalisa.com/ Focus on developing the daily vocabulary. The child very new to English is still adjusting to the sounds of English language.Phonics tuition at this stage is not appropriate.Google TranslateFebruary 2017Early Years TeamChildren's and Young People's Services
Early learning goalsELGELG 01Listening and attentionAccept and praise all types of communication, even eye contact and non-verbal responses,like nodding, shaking head, waving, pointing.ELG 02UnderstandingSupport meaning with gestures, pictures, actions, facial expressions and real objects.Children learning EAL will understand more English than they can express verbally. It is soimportant, therefore, to provide as much visual aid as possible to enhance your spokenmessage, so that the child can demonstrate to you their level of understanding.ELG 03SpeakingBuild vocabulary by giving choices, e.g. ‘apple or pear?’ Model building sentences byrepeating what the child says and adding another word, e.g. child says ‘car’, you say ‘bluecar’. Introduce new words in the context of play and activities. Use a lot of statements andfewer questions. Accept and praise words and phrases in home languages, saying Englishalternatives and encouraging their use. Encourage parents whose children are learningEnglish as an additional language to continue to encourage use of the first language at home.If the child remains silent for more than 3-4 months, seek further advice from an EALspecialist.ELG 06Self-confidence and selfawarenessEncourage children to bring objects from home, pictures, toys and favourite books to sharewith others. Does the child copy the actions of adults or other children to talk about theobjects in the first language? Is the child pointing and naming people in photographs?ELG 07Managing feelings and behaviourUse a fan showing different emotions and encourage child to point at pictures with feelings.Observe child’s reactions to: parent leaving the setting, another child being upset or howthe child reacts to children who break the rules, etc.February 2017Early Years TeamChildren's and Young People's Services
ELG 08Making relationshipsObserve the interactions between the EAL child and other children. Are they communicatingnon-verbally and using gestures or in their first language? Is the EAL child able to share toysand equipment with other children? Does the EAL child report to the adult incidents such assomeone bumping into them?ELG 09ReadingDisplay the child’s first language script and numbers in the setting. Observe if child is awareof script and if the child knows that in English, print is read from left to right and top tobottom. Does the child show interests in books? Display bilingual books and make sure thatthey can be borrowed by the parents. Create a book with pictures and key words that canbe taken home. Observe if a child can recognise their name in a written form, e.g. namecard on their coat peg. Does the child join in with songs and rhymes? Use songs in differentlanguages (http://www.mamalisa.com/)ELG 10WritingDemonstrate writing and support the child in writing their own name. Notice and encouragethe marks children make and the meanings that they give to them. Support children inrecognising and writing their own names. Make books with children of activities they havebeen doing, using photographs of them as illustrations. Write down things children say.Model writing for a purpose, e.g. a shopping list, message for parents, ideas or reminders.Provide materials which reflect a cultural spread, so that children see symbols and markswith which they are familiar, e.g. Chinese script on a shopping bag. Provide letter banksand writing resources for both indoor and outdoor play (e.g. scarves, ribbons to makepatterns by twirling them, large decorating/paint brushes and buckets of water to 'paint'outside).ELG 11NumbersIdeally learn the numbers 1-10 in the child’s first language – you can then assess the child’scounting skills in their first language. Encourage children to work in their home language toensure accurate understanding of concepts. Ask parents if they can provide key wordsrelated to numbers. Display vocabulary related to comparatives ‘taller’ ‘shorter’ etc.February 2017Early Years TeamChildren's and Young People's Services
Encourage parents to talk in their home language about quantities and numbers. Displayposters and books about numbers including bilingual books. Use number rhymes – songs andrepetitive language will help EAL learners to join in with the number vocabulary. Helpchildren to understand that one thing can be shared by a number of pieces, e.g. a pizza.Use matching activities with a range of numbers, numerals and a selection of objects.Encourage children to count the things they see.http://www.schoolslinks.co.uk/resources dl.htmELG 12Shape, space and measureAsk parents if they can provide key words related to numbers and shape, space andmeasures. Use mathematical dictionaries with pictures and google translate.ELG 13People and communitiesEncourage the children to bring in photographs of their family, family events such asbirthdays and weddings and trips to their home country. Encourage EAL children to talkabout these family events in their first language (parents may like to translate the keypoints). You could display the photographs in the role play area along with dressing upclothes. Identify times when the children make reference to the photographs and dress upusing clothes similar to those in the photographs.ELG 14The worldProvide opportunities for the children to sequence and talk about pictures. Reward andcomment on non-verbal communication, e.g. pointing, gestures, facial expressions. Observehow EAL children watch and copy the actions of their peers and supporting adults. Provideopportunities for children to sort objects. Provide opportunities for children to participatein construction and model making tasks.ELG 15TechnologyProvide opportunities for children to explore a range of ICT programs and the Internet.Observe how an EAL child manipulates the computer mouse and responds to the verballydelivered instructions that exist on computer programs.February 2017Early Years TeamChildren's and Young People's Services
ELG 16Exploring and using media andmaterialsProvide many opportunities to sing, dance and listen to music. Use songs in children’s firstlanguages and music from their countries of origin. Encourage children to bring in CDs fromhome so you can listen to music that is important to them and their family. Ensure thatresources in the setting reflect the cultural and linguistic diversity of the children.Encourage parents to use their mobile phone to record their child singing/chanting nurseryrhymes in their first language.ELG 17Being imaginativeDemonstrate how the resources within the role-pally area can be used and model thelanguage. Make sure that the role-play areas link to the children’s interests and religiousand cultural experiences. Arrange a visit to local businesses, sites of interest so the childrenhave first-hand experiences that they can transfer to their play. Provide opportunities forchildren to watch dancers from around the world and be creative.February 2017Early Years TeamChildren's and Young People's Services
The principles of good practice for children learning English are the principles of good practice for all children. Children must have opportunities to engage in activities and first-hand experiences that do not depend solely on English for success. They must be able to participate in ways that reveal what they know and can do in the security of their home language. The three aspects specific ...