Supporting New Arrivals With Little or No English in Your Classroom and School
- 2nd Nov 2022
- Primary, Early Years
- Leadership, Curriculum
- Free For Partner Schools
- Affiliate Schools Save 25%
- Non-members From £80.00
How do you help a pupil who does not understand what you are saying? How do I get my newly arrived EAL learner to speak to me?
This course covers the admission, induction and initial assessment of new arrivals with English as an additional language.
It looks at useful procedures and effective classroom strategies. In addition, it clarifies what kind of progress we should expect from new arrivals from different kinds of background.
The admission and induction of new arrivals is key to their subsequent success and progress. The is course looks at what to do before a pupil arrives and in their first weeks in your school.
addresses the linguistic and social issues relating to recent arrivals who are new to English
covers the key theories and concepts underpinning good practice and how to apply them in the classroom
presents and evaluates practical strategies to enable pupils new to English to participate and achieve in lessons and have full access to the curriculum
- considers ways to promote a positive whole school ethos with respect to diversity
The training delivered by Catherine was excellent. The style of delivery allowing participants to interact and contribute and the sharing of ideas and resources to for further support in school were extremely well received." Fay Jackson, Haringey Education Partnership.
The EAL Academy - school improvement specialists and leaders in the fields of academic literacy, ethnic minority achievement and English as an additional language
Catherine Brennan has worked as an Ethnic Minority Achievement advisor and EAL trainer in London, Bristol and surrounding areas for over 20 years, right across the age range from the EYFS to Key Stage 4. More recently, she has facilitated training and provided consultancy across England, with online teaching expertise developed since 2018.
Through partnership work with school leaders, teaching practitioners, BAME pupils and their families, she has successfully developed inclusive practice to enhance outcomes in terms of pupil wellbeing, progress and attainment.
Catherine is experienced in supporting access to the curriculum for EAL pupils who are new to English as well as Advanced Bilingual Learners; she also has a specific interest in the induction and education of asylum seeking and refugee pupils.
Catherine is based in Bristol and is also the founder of Better Bilingual CIC.