English as an Additional Language

Teachers in the modern Irish primary school must be aware of the unique challenges faced by EAL pupils, and the implications for teaching and learning. It is estimated that 70% of the world's population is bilingual.

A common problem is that teachers often over-estimate the ability of EAL pupils to speak English because of their ability to communicate with ease in social settings, such as the school yard.

Basic Interpersonal Communication Language (BICS) is used to refer to the language of social interaction. It takes one or two years to acquire and relies upon non-verbal support to aid comprehension.

On the other hand, Cognitive Academic Language Proficiency, or CALP, is used to refer to the language of learning and instruction, and requires a fuller vocabulary. This can take between five and seven years to fully acquire. With CALP, formal language is used to communicate higher-order thinking processes such as hypothesising or evaluating. CALP includes both oral and written language.

Teachers must be aware that although EAL pupils may display a high standard of BICS, they may be struggling within the classroom due to the demands of more formal language (CALP).

Teachers should make themselves aware of the challenges facing EAL pupils, particularly when creating differentiated learning outcomes within lessons. EAL pupils may require extra support in some activities to ensure they can participate fully.

Language Learning

1. Print-rich environments

Teachers must ensure that their classrooms are print-rich environments. In the above picture, the teacher has created a writing corner in the classroom. This corner contains plenty of colour and pictures alongside the text, and one display focuses on question words.

2. Learning to write

When pupils start to write, it is very important that their efforts are recognised and praised by teachers and parents/guardians. Plenty of time needs to be allocated for reading and oral language, as well as discrete time for writing. It is important to display examples of pupils' writing so they see that it is valued. Pupils could also be encouraged to select their best efforts for inclusion in a pupil portfolio.

3. Developing oral language

It is important to respect the language of the pupils' home, which is what they will come to school speaking. This language must be valued and recognised. Talk and Discussion forms a key part of most lessons and this will provide one context where pupils and the teacher will discuss ideas, new concepts and feelings. 

Developing oral language also requires us to prepare pupils to be good listeners so that they can have meaningful, two-way communication with other people. Skills such as maintaining eye-contact and giving a speaker our full attention are among the tools needed to achieve this goal. These skills are learned over time. 

4. Pair and group work

As pupils become adept at learning independently, the teacher can introduce pair work. When pupils are able to work well in pairs, they can graduate to working in small groups. Pupils should not be placed in such settings until they have acquired the necessary skills as they will not gain maximum benefit from such activities.