Is a Need EAL or SEN?

It can be difficult to distinguish between an English as an Additional Language (EAL) child who is still learning English and one who has a special educational need (SEN) and is struggling to learn, as there can be overlap between the two. However, there are some key differences that may help you distinguish between them.

An EAL child may struggle with language comprehension and production due to their lack of familiarity with the language, while a child with SEN may struggle with language comprehension and production due to a specific learning difficulty such as dyslexia or a language disorder.

Other signs that a child may have SEN include:

• Struggling to learn new concepts or skills, even after being taught in a way that is appropriate for their age and ability level
• Struggling to remember and apply what they have learned
• Struggling with reading, writing, or math
• Struggling to communicate or interact with others
• Struggling to stay organised or manage their time
• Struggling to concentrate or pay attention for extended periods of time

An English as an Additional Language (EAL) child who is struggling to learn English may present in a number of different ways, depending on their age, language proficiency, and other factors. Some common signs that an EAL child may be struggling to learn English include:

• Difficulty understanding spoken English, especially when spoken by native speakers or in fast-paced or unfamiliar contexts
• Difficulty expressing themselves in English, both orally and in writing
• Struggling to follow instructions or engage in classroom activities that involve speaking or listening
• Struggling to make sense of written texts or complete written assignments
• Struggling to participate in social interactions with their English-speaking peers
• Struggling to understand cultural references or idioms that are specific to English

If an EAL child is struggling to learn English, it is important to provide them with additional support and accommodations to help them catch up and succeed. This may include providing additional language instruction, using visual aids and other forms of support to help them understand spoken and written English, and providing extra time and support for language-based tasks. It is also important to be patient and understanding, as learning a new language can be a challenging process for anyone.

The key indicators for an underlying SEN would be that despite intensive language instruction limited progress is seen, and/or progress is limited across multiple areas unrelated to language skills (eg fine motor skills, basic mathematical manipulation, creative development.)

If a child does not speak English, it can be difficult to determine if they have a special educational need (SEN). However, there are several strategies that can be used to assess a child’s abilities and identify any potential learning difficulties.

One approach is to use assessments and tools that do not rely on language skills, such as standardized tests or observations of the child’s behaviour and performance. For example, a teacher or school psychologist could observe the child’s interaction with peers, their ability to follow instructions, and their overall level of engagement in activities. They could also use nonverbal assessments, such as puzzles or drawings, to assess the child’s cognitive abilities.

It may also be helpful to gather information from the child’s parents or caregivers, as they may have valuable insights into the child’s abilities and needs. This can be done through interviews, surveys, or other means of communication.

There are a number of ways to support an English as an Additional Language (EAL) student in the classroom:

1. Provide additional language instruction: EAL students may benefit from additional language instruction to help them develop their proficiency in English. This could include explicit language lessons, as well as opportunities to practice speaking, listening, reading, and writing in English.
2. Use visual aids and other forms of support: Visual aids, such as pictures, diagrams, and videos, can be helpful for EAL students as they try to understand spoken and written English. Using realia (objects from the real world) can also be helpful for language learning.
3. Make connections to the student’s first language and culture: EAL students may feel more comfortable and motivated to learn if they see connections between their first language and culture and the new language and culture they are learning.
4. Provide extra time and support for language-based tasks: EAL students may need extra time and support to complete language-based tasks, such as reading or writing assignments.
5. Use scaffolding techniques: Scaffolding techniques involve breaking down complex tasks into smaller, more manageable steps and providing support as the student progresses through each step. This can help EAL students feel more confident and successful in their learning.
6. Foster a supportive and inclusive classroom environment: EAL students may feel more comfortable and motivated to learn in a classroom that is welcoming and inclusive. Encourage all students to be supportive of their EAL peers, and create opportunities for all students to interact and work together.

Placing an English as an Additional Language (EAL) student in a higher ability group in school can be beneficial for a number of reasons. Here are a few potential benefits:

1. Increased challenge: Higher ability groups are typically more challenging, as they are designed for students who have a strong foundation in the subject matter and are ready to delve deeper into more advanced concepts. For EAL students who are academically advanced in their first language, being placed in a higher ability group may provide the challenge they need to continue to grow and learn.
2. Improved confidence: Being placed in a higher ability group can boost an EAL student’s confidence and help them feel more successful in their learning. This can be especially important for EAL students who may be struggling with their language skills and may feel discouraged by their progress.
3. Enhanced opportunities for language development: Higher ability groups tend to have a more rigorous curriculum, which can provide EAL students with more opportunities to develop their language skills. This can be especially beneficial for EAL students who are working to develop their academic language skills, as academic language tends to be more complex and precise than social language.

It is important to note that placing an EAL student in a higher ability group is not always the best course of action. It is important to consider the student’s individual needs and abilities, as well as the resources and support that are available to them, to determine the best placement for them.  In some cases, an EAL student may benefit from additional support and accommodations of a lower ability group, especially if they are struggling to keep up with their peers in a higher ability group.

It is generally recommended to prioritise the child’s first language when working with an English as an Additional Language (EAL) child. This is because the child’s first language serves as a foundation for their cognitive, social, and emotional development, and it can also facilitate their acquisition of additional languages.

Research has shown that children who are able to continue using and developing their first language while learning a new language tend to have better academic outcomes and are more successful in their language learning journey. Therefore, it is important to support and encourage the use of the child’s first language in the classroom and at home.

There may be certain circumstances in which it may not be appropriate to prioritise the first language of an English as an Additional Language (EAL) child. For example:

1. If the child’s first language is not widely spoken or written in the community, it may be more beneficial for the child to focus on learning the dominant language of the community in order to facilitate communication and participation in daily life.
2. If the child has limited or no exposure to their first language, it may be more beneficial to focus on building their proficiency in the second language, especially if the child is at a younger age and is still in the early stages of language development.
3. If the child’s first language is not a written language, it may be more beneficial to focus on learning a written language in order to facilitate academic success and access to educational materials.

It is generally best for children who speak the same language to be seated together in a classroom, especially if they have limited English proficiency. This is because they may feel more comfortable communicating and collaborating with one another, and they may also be able to provide additional support and encouragement to each other as they learn to speak and understand English.

However, it is also important to consider the individual needs of each child and to ensure that they are placed in an environment that is conducive to their learning. For example, if a child is already proficient in English, it may be more beneficial for them to be seated with children who are also proficient in English, as this can provide them with more opportunities to engage with and practice their English skills.

Ultimately, the decision of where to seat children in a classroom should be based on a variety of factors, including their language proficiency, academic needs, and social and emotional development. It is important for teachers to take the time to carefully consider these factors when making seating arrangements in their classrooms.

There are several ways to assess the proficiency in English of an English as an Additional Language (EAL) child who has just arrived in the country:

1. Oral language assessment: This involves assessing the child’s ability to understand and produce spoken English. This can be done through one-on-one conversations with the child, asking them to follow directions, answer questions, and engage in conversation.
2. Reading and writing assessment: This involves assessing the child’s ability to read and write in English. This can be done through activities such as having the child read aloud from a book or write a short paragraph.
3. Standardised tests: These tests are designed to assess a range of language skills, including listening, speaking, reading, and writing. Don’t use these until you have completed 1 and 2, you will know whether students are able to access them.
4. Informal observations: Observing the child’s language use in daily activities and interactions can provide valuable information about their language proficiency. For example, the child’s ability to follow classroom routines (even if it is just mimicking the behaviours of others), participate in group discussions, and engage in problem-solving tasks can give insight into their language abilities.

The “silent period” is a term used to describe a phase in the language acquisition process of English as an Additional Language (EAL) children during which they may not speak much or at all in the new language. This is a natural part of the language acquisition process and is not necessarily a cause for concern.

The length of the silent period can vary greatly from child to child, and it may last anywhere from a few weeks to several months. Some children may go through a shorter silent period, while others may go through a longer one.

During the silent period, children are typically actively listening and observing the language being used around them, and they are internalizing the sounds, rhythms, and structure of the new language. They may also be learning vocabulary and grammar through exposure to the language.

It is important to note that the silent period is not a sign that the child is not making progress in their language-learning journey. Rather, it is a natural part of the process, and it is important to be patient and supportive as the child navigates this phase.

The language acquisition process of newborn babies is quite different from that of EAL children. Newborn babies do not have any prior exposure to language and do not have the cognitive and physical abilities to produce spoken language. Instead, they are initially focused on developing the physical skills necessary for language production, such as the ability to control their lips, tongue, and vocal cords.

Newborn babies also have the ability to distinguish between different language sounds and to start learning the sounds and rhythms of the language(s) they are exposed to. They do this by listening to the speech of the people around them and by producing their own sounds and babbling. This process of listening and babbling helps babies develop the skills they need to produce spoken language.

In contrast to the silent period of EAL children, newborn babies do not go through a period of silence in their language acquisition process. They are actively listening, babbling, and making sounds from the very beginning, and they gradually build up their language skills over time through exposure to and interaction with the language(s) around them.