English as an Additional Language Policy

English as an Additional Language Policy

DATE REVIEW DATE

January 2025 January 2027

Owner Version Number: Working Date:

Director Ver10 15/01/2025

Legal Sign-off by:

N/A

Legal Sign-off date: Type of Policy: Authorised by Exec: Authorised by Board: Effective date of Policy: Circulation:

Executive 15/01/2025 N/A December 2022 External Website

CONTENTS PREAMBLE ..........................................................................................................3 DEFINITIONS .......................................................................................................3 IDENTIFICATION .................................................................................................4 THRESHOLD FOR ADDITIONAL PROVISION ......................................................4 APPENDIX 1: COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES

7

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.

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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).

EYFS

KS1

KS2

KS3

KS4

KS5

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.

No support required

Quality first teaching and classroom strategies

ELL - English language support required

ELL - English not sufficient to gain admission at this level

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

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4.2

4.3

4.4

4.5

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.

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.

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.

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.

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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) A2 – Basic User (Early) B1 – Independent (Familiar)   Listens attentively to an English speaker Begins to follow illustrated stories and Begins to listen attentively to an English with guidance. speaker. classroom instruction Follows one-step directions. Follows multi-step directions. Follows two-step directions. Uses context cues to respond □ Responds to greetings with single words □ Begins to use English in social situations. appropriately to classroom routines. □ Responds to greetings with phrases. and/or phrases. □ Responds to greetings with nods and □ Responds to simple questions with more □ Begins to respond to simple questions gestures. than one-word answers. with one-word answers. □ Responds to simple questions with □ Begins to express needs and give basic □ Uses different language functions in guidance. discussions (e.g. predicting and describing) information (e.g. “I’m fine” and “this car”). □ Expresses needs in English with single with guidance. □ Participates orally in classroom words and gestures. □ Participates in classroom discussions and discussions with guidance. □ Responds during classroom discussions  Uses some basic classroom offers opinions and feedback with guidance. with nods and gestures.  Begins to understand classroom and vocabulary. □ Participates non-verbally in the  Understands everyday classroom and subject area language. classroom.  Begins to use expanding vocabulary subject area language with guidance.  Names simple objects with guidance. □ Begins to repeat new English words and that is less context bound. □ Repeats English words and phrases with phrases clearly. □ Begins to speak English clearly. guidance. ☑ Communicates using short phrases and ☑ Begins to communicate using short □ Echoes single words and/or short simple language patterns. phrases and simple language patterns, phrases. ☑ Begins to use connected discourse (e.g. producing telegraphic sentences (e.g., “I ☑ Produces single words and/or stock want go shop buy toy.”).

“Yesterday I go pool and I swam”). phrases with guidance.

B2 – Independent (Competent) C1 - Proficient (Becoming Fluent) C2 Proficient (Fluent)    Begins to contribute to group discussions Listens attentively to an English speaker. Contributes to group discussion with ideas and offer opinions and/or feedback during Listens to others and offers opinions and appropriate suggestions. discussions. and/or feedback. Paraphrases oral information Paraphrases oral information with Begins to paraphrase oral information. independently. guidance. □ Uses language appropriately across the □ Communicates competently in social and □ Uses English in social situations. curriculum for different purposes and academic settings. □ Begins to respond to more complex audiences. □ Participates and performs competently in questions. □ Responds to complex questions all subject areas. independently. □ Expresses needs and gives information □ Employs a full range of language functions independently. □ Asks questions to clarify content and independently, using abstract and complex □ Begins to ask questions to clarify content meaning. language to express ideas and opinions and meaning. □ Develops awareness that there are appropriate to age. appropriate forms and styles of language for □ Speaks with confidence in front of a group. □ Begins to use more complex language functions (e.g. hypothesizing and reasoning) different purposes and audiences.  Understands a wide range of classroom within an academic context. □ Begins to speak with confidence in front of and subject area language with native competence.  Begins to use an extensive vocabulary, a group. using some abstract and specialized subject  Uses more extensive vocabulary, using  Uses vocabulary approximating that of a area words. abstract and specialized subject area words native speaker.  Understands classroom and subject independently. □ Speaks as fluently as a native speaker. area language with repetition, rephrasing, or  Understands classroom and subject □ Varies speech appropriately using clarification. area language at nearly normal speed. intonation and stress □ Speaks English clearly. □ Speaks English with near-native fluency; independently. any hesitation does not interfere with ☑ Produces longer, more complex ☑ Uses a wide range of language patterns communication. utterances using phrases, clauses, and and complex compound tenses to create □ Begins to vary speech appropriately using properly connected discourse sequence words (e.g., “next” and “then”). (e.g. “Tomorrow I will be going on a long trip ☑ Begins to use correct form when asking intonation/stress. ☑ Uses correct form when asking and I will see my good friend.”) questions. questions. ☑ Begins to use correct verb tense to express present, past, and future.

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New to English 

Listens attentively to an English speaker with guidance. Follows one-step directions. Uses context cues to respond appropriately to classroomroutines.

Early Acquisition

Becoming Familiar 

Begins to follow illustrated stories and Begins to listen attentively to an classroom instruction Follows two-step directions.

□ Responds to greetings with single words and/or phrases.

English speaker. Follows multi-step directions.

□ Begins to use English in social situations.

□ Responds to greetings with nods and □ Begins to respond to simple questions □ Responds to greetings with phrases. gestures. with one-word answers. □ Responds to simple questions with □ Responds to simple questions with □ Begins to express needs and give basic more than one-word answers. guidance. information (e.g. “I’m fine” and “this car”). □ Uses different language functions in □ Expresses needs in English with single □ Participates orally in classroom discussions (e.g. predicting and 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

describing) with guidance. discussions with guidance. □Participates in classroom discussions  Uses some basic classroom and offers opinions and feedback with vocabulary.  Understands everyday classroom guidance. and subject area language with guidance.  Begins to understand classroom □ Begins to repeat new English words and subject area language.  Begins to use expanding and phrases clearly. ☑ Begins to communicate using short vocabulary that is less context bound. □ Begins to speak English clearly. phrases and simple language patterns, producing telegraphic sentences (e.g. “I want to go shop buy toy.”).

☑ Communicates using short phrases

and phrases.

(e.g. “Yesterday I go pool and I swam.”).

Becoming Fluent

Fluent





and simple language patterns.

☺ Practices English and tries new words ☑ Begins to use connected discourse

learning English.

Becoming Competent 

Begins to contribute to group discussions and offer opinions and/or feedback during discussions. Paraphrases oral information with guidance.

Contributes to group discussion with ideas and appropriate suggestions. speaker. Listens to others and offers opinions Paraphrases oral information independently. and/or feedback. Begins to paraphrase oral information. □ Communicates competently in social □ Uses language appropriately across the and academic settings. Listens attentively to an English

□ Uses English in social situations. □ Begins to respond to more complex

curriculum for different purposes and audiences.

□ Participates and performs competently

questions.

□ Responds to complex questions

□ Employs a full range of language

independently.

functions independently, using abstract and complex language to express ideas and opinions appropriate to age.

□ Expresses needs and gives information □ Asks questions to clarify content and independently.

□ Begins to ask questions to clarify

meaning.

□ Develops awareness that there are

in all subject areas.

□ Speaks with confidence in front of a

group. appropriate forms and styles of language  Understands a wide range of □ Begins to use more complex language for different purposes and audiences. and subject area language functions (e.g. hypothesizing and □ Begins to speak with confidence in front classroom with native competence. reasoning) within an academic context. of a group.

Uses vocabulary approximating  Begins to use an extensive  Uses more extensive vocabulary,  that of a native speaker. vocabulary, using some abstract and using abstract and specialized subject □ Speaks as fluently as a native specialized subject area words. area words independently. speaker.  Understands classroom and subject  Understands classroom and area language with repetition, rephrasing, subject area language at nearly normal □ Varies speech appropriately using or clarification. intonation and stress independently. speed. □ Speaks English clearly. content and meaning.

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☑ Produces longer, more complex

□ Speaks English with near-native

fluency; any hesitation does not interfere utterances using phrases, clauses, and sequence words (e.g., “next” and “then”). with communication. □ Begins to vary speech appropriately ☑ Begins to use correct form when using intonation/ stress. asking questions.

☑ Begins to use correct verb tense to

☑ Uses correct form when asking

questions. ☺ Speaks confidently and uses new ☺ Shows interest in improving language vocabulary flexibly. skills and accuracy. express present, past, and future.

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☑ 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.”)