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A communication supportive environment is one that ensures that children’s speech, language and communication skills are planned for and supported throughout the day. It will look slightly different in early years settings and in school environments, but in general, it covers three aspects:
to support language learning in their schools, academies and trusts. In February 2019, the BBC published findings that showed learning foreign languages at school had hit an 18-year low across the UK. The All Parliamentary group for modern languages has called for a national recovery in languages and identified high-level goals.
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- The Context of Migration in Western Developed Countries
- The Context of Multilingualism in Low-Income Developing Countries
- The Context of Additional Language Learning
First generation migrant children with no initial competence in the host country language of instruction require three to five years before acquiring basic interpersonal competence skills (BICS), according to several studies. They need five to seven years before gaining cognitive academic language proficiency (CALP). BICS and CALP are terms origina...
In this context, research shows that at primary school level, proficiency in home language literacy is a predictor of English literacy. The home language instruction medium in rural primary schools can lead to better academic performance, in comparison to using EMI. In a 2019 position paper, the British Council stated that primary school learners i...
The EMI approach is less effective than using a home language instruction medium for ‘content’ learning at school level, according to several studies. EMI at secondary school level leads to improved proficiency in the English language, but there is evidence of a negative effect on humanities subjects. Encouraging multilingualism via Content and Lan...
Learners’ multilingualism – their ability to listen, speak, read and view, and/or write in one or more languages and/or scripts beyond English – is a valuable resource. Maintaining and further developing learners’ home languages and other languages they know results in greater cognitive flexibility and stronger academic performance.
Apr 22, 2016 · 22 April 2016. Government action means GCSEs and A levels in a range of community languages such as Panjabi, Portuguese and Japanese are to continue to ensure young people can carry on studying a...
Jun 27, 2021 · The Deployment and Impact of Support Staff (DISS) project examined TA support for pupils with SEND (Webster et al. Citation 2010) and revealed such unintentional consequences as greater separation from teachers and the curriculum as a result of missed opportunities, due mainly to separate workstations, and limited inclusive experiences for some ...
The classroom support strategies map directly onto the relevant individual descriptors within the EAL Assessment Framework for Schools and provide highly practical ways to support EAL learners at each stage of their language development.
