Unaccompanied Refugee Children
EAL pack
It is important for teachers to remember that the children are competent speakers of at least one language. Their skills in their first language should be valued and encouraged. Bilingualism should be viewed as an asset not a problem. Research has shown that bilingual children are more likely to make good progress in schools which value a child's home language and culture.
Learners who are new to English can easily access much of the curriculum, given the support they need. At other times they should be given work which they can do as independently as possible and which has value and meaning. Having a 'Beginners EAL Pack' of suitable material is recommended to help the learner progress independently.
It is often helpful to both teacher and pupil to check the timetable in advance to identify and agree those times when the pack will be needed. This helps avoid an over dependence on such materials by either person.
Useful topics to be included:
- classroom objects/places and people around the school
- numbers
- days of the week, months and seasons
- colours
- body parts
- simple questions and appropriate answers
- shapes
- homes
- fruit and vegetables
- transport
- animals
Packs should contain a balanced mix of worksheets, games, puzzles and books (particularly illustrated factual books on the relevant subjects, or on subjects to match the pupils' interests). Children can use worksheets to gradually build up their own (bilingual) dictionary.
Fallback Work:
Older pupils can record what they see or understand in a lesson, make notes relating to the class work in whatever form is appropriate e.g. in their language of choice (or of literacy), diagrams or pictures. They could also keep a diary of the day's events, and their reactions.
Recommended resources:
EAL Beginners Activity Sheets, by Hounslow Language Service
All about Me: My Picture and Word Book, by Lewisham EMAS Team
When an EAL Learner joins Your Class: advice and guidance from Bromley EAL Support Service