Assignment Title: : A critical evaluation of two pedagogic approaches to support the

teaching of Literacy-reading to two EAL pupils in a nursery school, with reference to the
benefits of implementing a policy on community languages as well as English in the
setting

INTRODUCTION

In this paper I will critically evaluate my practice in supporting the teaching of the area of
Literacy-reading in the case of two young preschool bilingual learners. The two pedagogic
approaches I will be focusing on are: the use of home language (L1) and collaborative
teaching. I will relate the evaluation with the advantages of implementing a written policy in
community languages as well as English in my setting to support EAL preschool learners’
needs.

BACKGROUND

I will refer to the nursery school I am supporting the two students as nursery school S, which
is located in an area in south-east Birmingham, England. In 2017/18, the nursery school S has
104 number of children on roll , of whom about 76 percent are EAL students. In the setting, I
work as a preschool nursery nurse. My role includes supporting preschool children in their
EYFS development through planned activities, as well as evaluating their progress according
to the EYFS curriculum.

I will name the two students as student A and S, who are currently in preschool. They speak
the same home language Urdu, which I will refer to as L1 or home language in this
assignment. These two learners have unique learning needs as I will try to highlight. My
findings and observations will focus on their communicative and reading progression, while
attempting to reflect on the contrast between the benefits of new practice EAL support
through a language policy with previous practice.
 A.The Advantages of bilingualism

The way that adults and children relate to each other in any setting is an indication of the
ethos of that setting. (Siraj-Blatchford, I., Clarke, p.12)

In its wide acceptance, bilingualism defines a continuous evolving linguistic, social, cultural
and cognitive world; a world which has built its own path due to migration, economic
changes. In his article The joys and benefits of bilingualism, Tobias Jones writes about own
family bilingual experiences in Italy and all the changes which this socio-cultural, linguistic
experience brought with it, only to highlight its immense role in changing societies:
More than half the world’s population is now bilingual. Now thought to encourage flexibility
of mind and empathy, bilingualism is also transforming societies.(Jones, Tobias, The joys and
benefits of bilingualism, Sun 21 Jan 2018 , The Observer).
The author explores a wide spectrum of pros and cons theories on bilingualism over the
history, only to reflect on its effects and benefits in life. Tobias Jones addresses international
reports and statistics to demonstrate the cognitive, socio-economic, linguistic, cultural
advantages of bilingualism: There are sociological, as well as demographic, reasons why
bilingualism is no longer frowned upon. In the early 21st century, there is far less certainty
that a developed or colonial country’s language is somehow superior or nobler than another.
Thanks to multiculturalism, immigrants have less of an inferiority complex and “natives” are,
mostly, more accepting of diversity, linguistic as well as racial or sexual. Perhaps most
importantly, international communication and movement are so simple that the maintenance
of the mother tongue isn’t only far easier, but is also – in an age of globalisation –
economically advantageous. Studies have shown that bilingualism has boosted Switzerland’s
GDP by 10% and that, on average, bilinguals in America earn $3,000 more per annum than
their monolingual counterparts. (Jones, Tobias, The joys and benefits of bilingualism, Sun 21
Jan 2018 , The Observer).
 B. The needs of bilingual learners

Bilingualism has become a reality of the world’s educational systems, family customs, society
demands.

Siraj-Blatchford sees bilingualism as a multi-form phenomenon which shows the ability to

understand and make oneself understand in two or more languages. (Siraj-Blatchford, I.,
Clarke,p.28).

In my experience, as a preschool practitioner, I work with children whose first language is

developing and who are in the process of learning to use English as an additional language for
educational and social purposes. Supporting these children extend their linguistic skills in
their native language and English would provide a continuity of their cognitive development,
respect for their identity and culture, help them communicate with their families, community,
staff and friends in the nursery, prepare them to meet the educational needs in schools.

Introducing a written policy in community languages as well as English in my setting to

support EAL preschool learners’ development throughout the EYFS curriculum confirms their
needs:

 to engage in learning through curriculum,

 go through the process of learning to socialise in the language they have yet to learn,

 learn the social cultural embedded practices of the classroom,

 progress from a radically different starting point from other children. (South, Hugh,
p.29-30).

 Prepare them for school.

The preschool setting I work in numbers 40 children, 32 of them being bilingual, and having
Urdu, Punjabi, Polish as their native language. Some of these children attend the nursery on a
daily basis, full or half sessions, others only three mornings/afternoons government funded
sessions.

When these children who are at the beginning of learning English enter the setting, it is
important that both staff and parents understand the expectations of these children’s English
development. Sometimes there are language barriers, when parents have a low level of
grasping all these expectations in English, sometimes the child’s both native and English
developments need support to catch up with the EYFS requirements. Addressing all these
situations in a language policy would not only show that effort has been made to
accommodate parents’ views, but also would provide the setting with specific teaching and
learning practices to support the young learners’ development in order to make possible their
transition for school.

The effectiveness of a bilingual policy relates to an assessment of the child’s needs prior to
entering the setting, to clear curriculum-related pedagogies, to instructional practices, staff
quality, professional development, family and community involvement, resources and
support.

Making appropriate provision for the teaching and learning and the overall well-
being/pastoral care of pupils for whom English is an Additional Language (EAL) means to
identify individual pupils’ needs, recognise the skills they bring to the nursery and ensure
equality of access to the curriculum and co-curricular activities. All nursery share
responsibility for the language development of EAL pupils. Having a home language other
than English is not considered a learning difficulty, but as a recognision that a child who has
EAL may also have Special Educational Needs and Disability (SEND) needs. Lack of English
does not equate to a lack of knowledge, skills or understanding.
In its booklet Supporting children learning English as an additional language Guidance for
practitioners in the Early Years Foundation Stage, 2007, the Department for Education offers
guidance, effective practice support, for settings with an increasing number of EAL learners.

Setting out a number of principles for learning EAL in accordance with the four themes from
the Statutory framework for the early years foundation stage, Setting the standards for
learning, development and care for children from birth( March, 2017), the supplement
highlights that:

Bilingualism is an asset, and the first language has a continuing and significant role in
identity, learning and the acquisition of additional languages.(p.4)

Therefore, reflecting on the following statement provided in the guidance booklet:

If you, or any of the practitioners in your setting, share a child’s home language, or if you are
able to access bilingual support, children should be helped as soon as possible to understand
that they are learning to speak more than one language and that those languages have names.
This is an important part of their identity(p.11),

and on Siraj-Blatchford’s work on supporting young bilingual learner’s development, I’ve

recorded, analysed relevant information which relate to the implementation of English as an
additional policy in my setting.

A number of eight staff in my setting filled in the questionnaire below, following some of
the Staff Checklist’s as guiding statements, provided in Siraj-Blatchford and Clarke’s
Supporting Identity, Diversity and Language in the Early Years(2000).
Staff checklist Language acquisition and diversity

Indicator yes no Need to work on

this
The setting has a written policy in community languages as 5 3
well as English
Staff are knowledgeable about the children’s cultural 8
background
Staff make effort to accommodate parents’ views 7 1
Bilingual parents are informed in their own language about 2 6
the setting (if required)
The environment reflects the 4 4
cultural/linguistic/socio/economic/gender backgrounds of all
the children
There are bilingual notices displayed 4 4
Bilingual staff are employed in the setting 7 1
Bilingual staff are encouraged to use their first languages with 7 1
the children at all times
The setting has a bilingual programme 7 1
Bilingual staff are involved in the bilingual programme 7 1
planning
Bilingual staff are encouraged to teach all children songs, 3 5
words and greetings from their first languages
Bilingual staff are encouraged to develop resources in the first 1 5 2
languages(books, board games, song cards, wall displays)
There are regular group times in languages other than English 3 2 Spanish class
The children are actively encouraged to speak in their first 2 5
/home languages
The children are grouped together with others who speak the 3 5
same language (to help settling, interact)
There are bilingual books for children to take home 1 4 2
Bilingual staff are always available for enrolment sessions 2 5
and parents meetings
Staff try to learn something of the children’s first languages 7 1
Staff develop awareness of the benefits of promoting 3 5
children’s first language
*in Siraj-Blatchford, Iram, Clarke, Priscilla, Supporting Identity, Diversity and Language in
the Early Years, 2006, Open University Press (p.39)

The staff’s answers revealed their interest in supporting bilingual children’s development by
learning some of their home languages key words. The data also shows that they value the
children’s background, the community they work in and would welcome parents and their
professional skills to be involved in planning for young bilingual learners. A good
understanding of the importance of first language use for these children and a collaborative
teaching approach through a policy on community languages can prove the setting is making
conscious effort to promote self-esteem, self-image, language and cultural awareness.

C. Addressing the needs of young bilingual children by integrating the use of their first
language as a teaching/learning pedagogy in the setting

1. Second language development of young bilingual children combined with support

in the first language

Linguistic diversity is a day-to-day reality in my setting. For parents who are welcomed to
visit the nursery or whose children have joined the nursery for more than a year, it is
important to see and understand that their backgrounds, experiences, language, expectations,
values, cultures describe the practice and pedagogies of the nursery. Learning and
developing English as a second language for these bilingual children is a complex process
which requires their full engagement for efficient results. Teaching these young bilingual
learners English in a content and context based curriculum for EYFS is the final purpose
which recognises and values each of them for their individual needs.

Some of these children enter the setting with little English knowledge, though most of them
have already met the communication and language needs in their native languages. Therefore,
it is vital for their learning support to accept and continue their development from what they
are and they brought into the nursery. Whether it is a narrow vocabulary or more-complex
sentence reading skills in home languages, integrating them is not only a confirmation of their
identity in a new setting but a rich baggage as a starting point in their new language
acquisition.

The same booklet Supporting children learning English as an additional language Guidance
for practitioners in the Early Years Foundation Stage, 2007, describes the implications and
benefits of teaching English as a second language combined with support in the first
language:

 Children need to develop strong foundations in the language that is dominant in the
home environment, where most children spend most of their time. Home language
skills are transferable to new languages and strengthen children’s understanding of
language use. Developing and maintaining a home language as the foundation for
knowledge about language will support the development of English and should be
encouraged.

 Home languages are also vital for maintaining positive family connections. It is
therefore very important to maintain the language of the home, particularly where
older family members who care for children do not speak English. Otherwise this may
mean that eventually they are no longer able to have proper meaningful conversations
with each other.

 Parents who cannot share thoughts and ideas with their children will inevitably lose
the ability to shape, guide and influence their lives.( Supporting children learning
English as an additional language Guidance for practitioners in the Early Years
Foundation Stage, 2007,p.4)

Implementing clear pedagogies through a written policy in community languages as well as

English in my setting, would send a supportive message to the parents of young bilingual
learners, demonstrating a strong ethos built on respect, tolerance and individual freedom.
Young bilingual learners as any other children learn new skills in their own pace. Observing
two of my preschool young bilingual learners, S and A, I’ve come to understand that
interaction with the staff and their friends is their first attempt, gaining trust and acceptance
from all sides is primordial for them. Both of these children entered the setting with little
English knowledge, S was very outgoing making attempts first to form attachments with staff,
then with his peers. The child I observed, a 4-year-old boy, whose first language is Urdu, is
always brought to nursery by his mother who’s currently enrolled in afternoon English
classes. S.’s English is a mixture of bright English sentences and Urdu words for things or
situations S. cannot express in English. S. is very confident in following the preschool
routines, rules, in playing with his peers. His English learning progression relates to repeating
new key words about healthy vegetables and fruits during circle time or spontaneous use of
sentences No! That mine! Hey, he not share! when playing.
A, a three-year-old girl, came into preschool crying for the first two weeks. She showed little
understanding of English language, using short sentences or isolated words in her native
language, Urdu. A, is always broght and picked up by her father who is able to communicate
in English with the staff, though with little efficiency when it comes to explaining some of the
setting’s policies. A, found it hard to follow the preschool routine, but by now, since
September she’s been able to ask to go the toilet first in her native language, then in English.
She has formed attachement with some of the staff, though still finds herself isolated during
circle time or her peers’ imaginary role-play games involving lots of talking in English. Both
S. and A. have started using words in English through repetition, yet each in own pace.
Confidence and own identity structure showed their learning are at different stages of
progression.

In their research, Clarke P. and Tabors P.O., suggest a series of interrelated elements which
make a difference to the way children approach the learning of a second language and their
ability to interact with others:

 Some children are more outgoing and are risk takers

 Some children have more ability as second language learners

 Some children are more motivated to learn the second language

  The way the environment is set up and the availability of scaffolds assist learners can
enhance or inhibit learning. (Clarke P, Tabors P.O., in Clarke, P, Siraj-Blachford, I,
p.44)

Siraj-Blatchford goes further in distinguishing different phases of second language aquisition:

Although there are individual differences in the way children acquire a second language,
there are consistent phases of second language acquisition:

 Continued use of the home language in the new language context

 Use of non-verbal communication

 A period of silence

 Use of repetition and language play

 Use of single words, formulae and routines

 Development of more complex English (Clarke, P, Siraj-Blatchford, I, p.47)

Implementing a policy in community languages supporting use of home language could

enable informing bilingual parents, both verbally and in writing, about the setting and its
expectations when it comes to the learning progression of their children related to EYFS
framework. Displaying all notices from those about Health and Safety to that about The
Easter Hats Parade, as an example, would prove that considerate effort is made to support
cultural diversity, collaborative work with parents.

2. An integrative pedagogy of both first and second language usage in the process
of teaching/learning the content EYFS for literacy-reading in preschool
Broad notions of literacy would define reading and writing as the ability of a learner to
understand and produce oral and writing messages from a variety of texts and contexts.
In a multicultural classroom, approaches towards literacy need to be more specific, since
language itself has different dynamics. A multicultural class means children are having their
first language with a different alphabet system from that of the taught majority language.
These young learners’ backgrounds might or might not reflect the reality learned in the
classroom both regarding vocabulary or daily context. Therefore, when promoting literacy for
second language learners, the focus should not be restricted to simply the acquisition of
literacy-being able to read and write-, but expanded to each child’s background, personal
experience, culture and first language.
In his work Language Proficiency, Bilingualism and Academic Achievement, Jim Cummins
introduces the terminology of basic interpersonal communicative skills and cognitive
/academic language proficiency (Cummins, p16) to talk about similarities and differences in
1st and 2nd language acquisition. Cummins claims that despite the surface aspects in which
the two languages differ –like pronunciation, fluency, a deeper cognate /academic proficiency
in ones native language makes possible the transfer of academic skills across languages.
Cummins points out that promoting first language academic skills can be of great support to
students facing learning difficulties in second language proficiency development.

Sarah Hudelson defines reading and writing as a language process in which an individual,
constructs meaning through a transaction with written texts, influenced by the writer’s
language background, personal experiences, and cultural framework.’(Hudelson, p.130)
Marian R. and DR Whitehead expand the meaning of literacy beyond schooling, as well,
finding it relevant for its cultural usage, its power to reflect EAL young learners ways of
thinking and moving in their minority groups(Marian, Whitehead, p.51)
In his article ‘Involving Minority-language Parents in Policy and Practice’, Adrian Blackledge
discusses collaboration and practice between schools and Bangladeshi families in
Birmingham. He noticed Bangladeshi women create a structured environment in their homes
to teach their children to be literate in Bengali. Blackledge argues that building on the existing
cultural and linguistic practices of minority-language families; it is more likely to lead to the
children’s proficiency in the majority-language taught in schools. It can be an opportunity to
bridge an effective collaboration school-parents: ‘A constructive approach would be to
encourage and develop supportive activities for parents who fit with their existing cultural and
linguistic practices.’(Blackledge, p.136)
In her work Scaffolding Language and Learning, Pauline Gibbons suggests a variety of
activities to support minority students’ inclusion in the process of learning.
Starting from one of these activities called What did you see (Gibbons,P, p.34), I focused on
observing my students’ A and S participation. I’ve chosen this teaching strategy as a pre-
reading prediction stage to the story We’re going on a bear hunt. While the children were
sitting on the mat in a circle, in its middle I placed key pictures that are related to the story –a
bear, grass, cave, snow storm, mud. After the children have looked at them for a few
moments, I covered the pictures with a cloth, and see how many pictures they can remember.
S was able to say the word bear and produce the sound of a snowstorm woohooo, which
showed that S is familiar with the story and at certain degree S meets the Literacy-reading
requirement They demonstrate understanding when talking with others about what they have
read . A took part in the stage of reading the story, joining in with repeating simple isolated
words such as bear, day. During this while reading stage, S’s previous reading experience was
proved by the repetition of long refrains ... on a bear hunt/… a big one in combination with
home language for action words
Observing A and S’s participation in the activities, I found out that A has difficulting in
understanding what she is asked in English, and with the language support in her home
language from one of the teachers I discovered that A doesn’t have the L1 language
knowledge of words such as snowstorm, hunt, cave. S was more confident in engaging in the
activity since he’s been reading the story at home.
For A and S to meet expected levels of development for Literacy-reading EYFS curriculum ,
age 30-50/40-60 months (recognising rhythm in spoken words, joins in with repeated refrains
and anticipates key events and phrases in rhymes and stories, continues a rhyming string,
hears and says the initial sound in words), the use of L1 at home and in preschool would
mean developing age-related vocabulary, knowledge, experiences which could bridge gaps
between their L1 and L2 development, catching up with L2 progression in order to meet the
school expectation. In the case of A, the use of L1 would most like help boost her self-esteem
before being confident enough to engage in L2 activities.
 D. Collaborative teaching to support bilingual learners’ development in the nursery
school S
As described in the Background paragraph, the bilingual children in my setting outnumber
the half of the total enrolled childrens. Their progression in terms of meeting the EYFS
requirements to be ready for school, differs in needs, speciffically the language ones.
Implementing a policy in community languages as well as English in my setting, with a view
of making the staff more accountable of these bilingual learners’needs and encouraging a
culture of greater responsibility towards their progression could be key steps to their success.
Involving bilingual staff in planning for A and S both in their L1 and L2, simultaneously,
gradually, short-term/long-term, combined with constant observations, teachers class regular
talks on their development are strategies on checking these children’s language learning
across the curriculum.
Clarke discusses the vital role bilingual staff plays in working with other staff in order to
provide a good language model for the children:
 Assist staff to understand the cultural backgrounds of children
 Communicate the wishes of parents to staff
 Contribute to staff meetings and planning times
 Contribute to parent newsletters.
(Clarke, p, p.37)

My observations also showed that promoting collaborative teaching through a written

policy in the setting S could enable involving the bilingual staff in providing
multilingual policies to parents for a better communication and learning support.
Planning and developing resources in the first languages (books, board games, song
cards, wall displays) could also bring staff with lots of linguistic potential skill
together to raise awareness of the benefits of promoting children’s first language
among all the staff in the nursery school S.
CONCLUSION

In this paper, I have evaluated what benefits the two pedagogies I use to support the teaching
of Literacy-Reading to two EAL preschool children could bring to their learning progression,
yet having little teaching practice experience as evidence. The use of L1 and collaborative
teaching as teaching pedagogies are effective in supporting the students’ learning in acquiring
content knowledge and L2 language development. However, no one pedagogy alone can
meet the learning needs of all the children in the nursery school S on all EYFS areas of
learning at all times. Yet, as a preschool practitioner in a multilingual setting, I’ve learned that
language is the key (word) to these bilingual children’s development, and the most should be
made of it through the implementation of a policy on community languages as well as English
to prepare them for the best transition for school and society.
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