English as an Additional Language Policy
DATE January 2025
REVIEW DATE January 2027
Owner Director
Version Number: Ver10
Working Date: 15/01/2025
Legal Sign-off by: N/A
Legal Sign-off date:
Type of Policy: Executive
Authorised by Exec: 15/01/2025
Authorised by Board: N/A
Effective date of Policy: December 2022
Circulation: External Website
PREAMBLE
1.1 The School recognises that, because of the international nature of Dubai, a proportion of pupils will be multi-/bi-lingual and English may not be the first or only language spoken at home.
1.2 In order to access the UK National Curriculum, we would highly recommend that pupils have the linguistic ability to do so and, where necessary, the School will explore the additional support required to enable effective access to the curriculum.
DEFINITIONS
2.1 EAL (English as an Additional Language)
At JESS, the term “EAL” can be applied to a large portion of our learners who have been ‘exposed to a language at home that is known or believed to be other than English’ (Department for Education, 2019) and as such, speak/understand English in addition to another language. This does not reflect the level of proficiency or the order of language acquisition (ie whether English is the first/primary language, or a secondary language introduced later). The term ‘EAL’ can be used to describe bilingual and multilingual learners, with most EAL students at JESS considered to be 'independent' or 'proficient' users of English.
2.2 ELL (English Language Learners)
At JESS, we use the term ELL to refer to students whose level of English does not support independent access to age-appropriate learning opportunities and cannot be better explained by a Special Educational Need or Disability. These students would be considered 'basic users of English' relevant to their age and stage. Such students require targeted English language instruction in order to become 'independent' or 'proficient' users and successfully access age-appropriate curriculum learning.
IDENTIFICATION
3.1 All multi/bilingual students are initially identified by their parents during the admissions application process. Parents are asked to confirm whether English is the first/home language, and to specify any additional languages spoken in the home. Where ELL is suspected as a potential barrier to social and/or curriculum participation and progress, teachers refer to the Common European Framework of Reference for Languages (CEFRL) to determine whether this child meets our threshold for language instruction/support, according to their age and stage (see Appendix 1).
C2 – Proficient: Fluent.
C1 – Proficient: Becoming Fluent;
B2 – Independent User: Becoming Competent
B1 - Independent User: Becoming Familiar;
A2 – Basic User: Early Acquisition;
A1 – Basic User: New to English.
THRESHOLD FOR ADDITIONAL PROVISION
4.1 In the Foundation Stage
4.1.1 Pupils who are assessed as A1 are considered basic users of English and insufficiently competent. They are deemed ELL for their age and stage and may require additional support to develop their language competency.
4.1.2 Pupils who are assessed as A2, B1, are considered independent users of English and sufficiently competent. They may require differentiation and quality first teaching.
4.1.3 Pupils who are assessed as B2, C1 and C2 are considered proficient and sufficiently competent in English. They do not to require any additional support
4.2 At Key Stage One
4.2.1 Pupils who are assessed as A1 and A2 are considered basic users of English and insufficiently competent. They are deemed ELL for their age and stage and may require additional support to develop their language competency.
4.2.2 Pupils who are assessed as B1 and are considered independent users of English and sufficiently competent. They may require differentiation and quality first teaching.
4.2.3 Pupils who are assessed as B2, C1 and C2 are considered proficient and sufficiently competent in English. They do not to require any additional support.
4.3 At Key Stage Two
4.3.1 Pupils who are assessed as A1 and A2 are considered basic users of English and insufficiently competent. They are deemed ELL for their age and stage and may require additional support to develop their language competency.
4.3.2 Pupils who are assessed as B1 and B2 are considered independent users of English and sufficiently competent. They may require differentiation and quality first teaching.
4.3.3 Pupils who are assessed as C1 and C2 are considered proficient and sufficiently competent in English. They do not to require any additional support.
4.4 At Key Stage Three and Four
4.4.1 Pupils who are assessed as B1 and B2 are considered basic users of English and insufficiently competent. They are deemed ELL for their age and stage and may require additional support to develop their language competency.
4.4.2 Pupils who are assessed as C1 are considered independent users of English and sufficiently competent. They may require differentiation and quality first teaching.
4.4.3 Pupils who are assessed as C2 are considered proficient and sufficiently competent in English. They do not to require any additional support.
4.4.4 Any students in Key Stage 3 or 4 assessed at A1 or A2 would not possess English language skills to gain admission at this level.
4.5 At Key Stage Five
4.5.1 Pupils who are assessed as B2 are considered basic users of English and insufficiently competent. They are deemed ELL for their age and stage and may require additional support to develop their language competency.
4.5.2 Pupils who are assessed as C1 are considered independent users of English and sufficiently competent. They may require differentiation and quality first teaching.
4.5.3 Pupils who are assessed as C2 are considered proficient and sufficiently competent in English. They do not to require any additional support.
4.5.4 Any students in Key Stage 5 assessed at A1, A2 or B1 would not possess English language skills to gain admission at this level.
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APPENDIX 1: COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES
Taken from: http://www.coe.int/t/dg4/linguistic/source/framework_en.pdf p.24
Format adapted to reflect application within an academic setting
A1 – Basic User (New)
Listens attentively to an English speaker with guidance.
Follows one-step directions.
Uses context cues to respond appropriately to classroom routines.
□ Responds to greetings with nods and gestures.
□ Responds to simple questions with guidance.
□ Expresses needs in English with single words and gestures.
□ Responds during classroom discussions with nods and gestures.
□ Participates non-verbally in the classroom.
Names simple objects with guidance.
□ Repeats English words and phrases with guidance.
□ Echoes single words and/or short phrases.
☑ Produces single words and/or stock phrases with guidance.
B2 – Independent (Competent)
Begins to contribute to group discussions and offer opinions and/or feedback during discussions.
Paraphrases oral information with guidance.
□ Uses English in social situations.
□ Begins to respond to more complex questions.
□ Expresses needs and gives information independently.
□ Begins to ask questions to clarify content and meaning.
□ Begins to use more complex language functions (e.g. hypothesizing and reasoning) within an academic context.
Begins to use an extensive vocabulary, using some abstract and specialized subject area words.
Understands classroom and subject area language with repetition, rephrasing, or clarification.
□ Speaks English clearly.
☑ Produces longer, more complex utterances using phrases, clauses, and sequence words (e.g., “next” and “then”).
☑ Begins to use correct form when asking questions.
☑ Begins to use correct verb tense to express present, past, and future.
A2 – Basic User (Early)
Begins to follow illustrated stories and classroom instruction
Follows two-step directions.
□ Responds to greetings with single words and/or phrases.
□ Begins to respond to simple questions with one-word answers.
□ Begins to express needs and give basic information (e.g. “I’m fine” and “this car”).
□ Participates orally in classroom discussions with guidance.
Uses some basic classroom vocabulary.
Understands everyday classroom and subject area language with guidance.
□ Begins to repeat new English words and phrases clearly
☑ Begins to communicate using short phrases and simple language patterns, producing telegraphic sentences (e.g., “I want go shop buy toy.”).
C1 - Proficient (Becoming Fluent)
Listens attentively to an English speaker.
Listens to others and offers opinions and/or feedback.
Begins to paraphrase oral information.
□ Uses language appropriately across the curriculum for different purposes and audiences.
□ Responds to complex questions independently.
□ Asks questions to clarify content and meaning.
□ Develops awareness that there are appropriate forms and styles of language for different purposes and audiences.
□ Begins to speak with confidence in front of a group.
Uses more extensive vocabulary, using abstract and specialized subject area words independently.
Understands classroom and subject area language at nearly normal speed.
□ Speaks English with near-native fluency; any hesitation does not interfere with communication.
□ Begins to vary speech appropriately using intonation/stress.
☑ Uses correct form when asking questions.
B1 – Independent (Familiar)
Begins to listen attentively to an English speaker.
Follows multi-step directions.
□ Begins to use English in social situations.
□ Responds to greetings with phrases.
□ Responds to simple questions with more than one-word answers.
□ Uses different language functions in discussions (e.g. predicting and describing) with guidance.
□ Participates in classroom discussions and offers opinions and feedback with guidance.
Begins to understand classroom and subject area language.
Begins to use expanding vocabulary that is less context bound.
□ Begins to speak English clearly.
☑ Communicates using short phrases and simple language patterns.
☑ Begins to use connected discourse (e.g. “Yesterday I go pool and I swam”).
C2 Proficient (Fluent)
Contributes to group discussion with ideas and appropriate suggestions.
Paraphrases oral information independently.
□ Communicates competently in social and academic settings.
□ Participates and performs competently in all subject areas.
□ Employs a full range of language functions independently, using abstract and complex language to express ideas and opinions appropriate to age.
□ Speaks with confidence in front of a group.
Understands a wide range of classroom and subject area language with native competence.
Uses vocabulary approximating that of a native speaker.
□ Speaks as fluently as a native speaker.
□ Varies speech appropriately using intonation and stress independently.
☑ Uses a wide range of language patterns and complex compound tenses to create properly connected discourse (e.g. “Tomorrow I will be going on a long trip and I will see my good friend.”)
New to English
Listens attentively to an English speaker with guidance.
Follows one-step directions.
Uses context cues to respond appropriately to classroomroutines.
□ Responds to greetings with nods and gestures.
□ Responds to simple questions with guidance.
□ Expresses needs in English with single words and gestures.
□ Responds during classroom discussions with nods and gestures.
□ Participates non-verbally in the classroom.
Names simple objects with guidance.
□ Repeats English words and phrases with guidance.
□ Echoes single words and/or short phrases.
☑ Produces single words and/or stock phrases with guidance.
☺Demonstrates enthusiasm about learning English.
Becoming Competent
Begins to contribute to group discussions and offer opinions and/or feedback during discussions.
Paraphrases oral information with guidance.
□ Uses English in social situations.
□ Begins to respond to more complex questions.
□ Expresses needs and gives information independently.
□ Begins to ask questions to clarify content and meaning.
□ Begins to use more complex language functions (e.g. hypothesizing and reasoning) within an academic context.
Begins to use an extensive vocabulary, using some abstract and specialized subject area words.
Understands classroom and subject area language with repetition, rephrasing, or clarification.
□ Speaks English clearly.
Early Acquisition
Begins to follow illustrated stories and classroom instruction
Follows two-step directions.
□ Responds to greetings with single words and/or phrases.
□ Begins to respond to simple questions with one-word answers.
□ Begins to express needs and give basic information (e.g. “I’m fine” and “this car”).
□ Participates orally in classroom discussions with guidance.
Uses some basic classroom vocabulary.
Understands everyday classroom and subject area language with guidance.
□ Begins to repeat new English words and phrases clearly
☑ Begins to communicate using short phrases and simple language patterns, producing telegraphic sentences (e.g. “I want to go shop buy toy.”).
☺ Practices English and tries new words and phrases.
Becoming Fluent
Listens attentively to an English speaker.
Listens to others and offers opinions and/or feedback.
Begins to paraphrase oral information.
□ Uses language appropriately across the curriculum for different purposes and audiences.
□ Responds to complex questions independently.
□ Asks questions to clarify content and meaning.
□ Develops awareness that there are appropriate forms and styles of language for different purposes and audiences.
□ Begins to speak with confidence in front of a group.
Uses more extensive vocabulary, using abstract and specialized subject area words independently.
Understands classroom and subject area language at nearly normal speed.
Becoming Familiar
Begins to listen attentively to an English speaker.
Follows multi-step directions.
□ Begins to use English in social situations.
□ Responds to greetings with phrases.
□ Responds to simple questions with more than one-word answers.
□ Uses different language functions in discussions (e.g. predicting and describing) with guidance.
□Participates in classroom discussions and offers opinions and feedback with guidance.
Begins to understand classroom and subject area language.
Begins to use expanding vocabulary that is less context bound.
□ Begins to speak English clearly.
☑ Communicates using short phrases and simple language patterns.
☑ Begins to use connected discourse (e.g. “Yesterday I go pool and I swam.”).
Fluent
Contributes to group discussion with ideas and appropriate suggestions.
Paraphrases oral information independently.
□ Communicates competently in social and academic settings.
□ Participates and performs competently in all subject areas.
□ Employs a full range of language functions independently, using abstract and complex language to express ideas and opinions appropriate to age.
□ Speaks with confidence in front of a group.
Understands a wide range of classroom and subject area language with native competence.
Uses vocabulary approximating that of a native speaker.
□ Speaks as fluently as a native speaker.
□ Varies speech appropriately using intonation and stress independently.
☑ Produces longer, more complex utterances using phrases, clauses, and sequence words (e.g., “next” and “then”).
☑ Begins to use correct form when asking questions.
☑ Begins to use correct verb tense to express present, past, and future.
☺ Shows interest in improving language skills and accuracy
□ Speaks English with near-native fluency; any hesitation does not interfere with communication.
□ Begins to vary speech appropriately using intonation/ stress.
☑ Uses correct form when asking questions.
☺ Speaks confidently and uses new vocabulary flexibly
☑ Uses a wide range of language patterns and complex compound tenses to create properly connected discourse (e.g., “Tomorrow I will be going on a long trip and I will see my good friend.”)
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