Queen of Angels P.S.
English as an Additional Language (E.A.L.) Policy
Queen of Angels Primary School acknowledges the right of children to communicate and socialise in the language of their home. The variety and diversity of the languages that the children bring to the classroom and to the school yard is respected.
The language of the Revised Curriculum is English (and Irish, both in the individual subject and informally throughout the school). This school deems that a standard of English language competency, comparable to that of a child for whom English is spoken in their own home, is desirable for the effective teaching of this curriculum. To this end, the aim of our E.A.L. provision will be to successfully bridge any gap in fluency of English between children for whom English is the language of communication in all spheres of their life and those children for whom English is simply one of the languages of communication in their lives.
This policy sets out the school’s practice in providing this support on a planned and strategic basis. It covers:
- Assessment of pupil needs
- Aims of programme and
- Details of programme
Assessment of Pupil’s Needs:
Two methodologies will be used with regard to the identification of children with E.A.L. needs.
- The parents will be consulted with regard to the languages of communication used in their family and community. An identification of the dominant or frequent use of another language other than English means that this child will be identified as having E.A.L. needs.
- The class teacher will, over the first month of school term, pay particular attention to the child – to make a formal and informal assessment of the child’s English language capabilities and competencies. A draft list will be presented to the Principal and Learning Support team who will, in turn, make further formal and informal assessments before the child is identified as having E.A.L. needs.
Aims of Programme:
The aim of the school’s E.A.L. programme is the development of oral, reading and writing English language competency for identified children, to a standard that is comparable to that of children for whom English is their sole language of communication and in keeping with the capability of the child.
In addition to this primary aim, the school also aims to facilitate the child in English language competence to assist in his/her integration into the life of the school and the English language community of his/her locality.
It is also expected to develop the child’s sense of self-esteem and to encourage creativity in the child.
Details of Programme:
The E.A.L. programme will come under the care of the Learning Support/E.A.L./Resource Team. The Learning Support/E.A.L./Resource teacher/s will plan activities.
In the infant classrooms, these activities will be based on the Infant Primary Curriculum and will be integrated with the Aistear Infant Programme and Power Hour. In the infant classes, the E.A.L. teacher will work primarily in the classroom, working as closely as possible with the class teacher’s timetable and classroom management strategies.
Children in Junior Infants will be monitored over the first term of the school year before they are offered specific language support by the Learning Support/E.A.L./Resource Team.
As appropriate, the Learning Support/E.A.L./Resource Team will identify mixed-ability groups, E.A.L.-pairs or individual children for additional help throughout the school.
E.A.L. support will be timetabled according to the agreed Learning Support/E.A.L./Resource Timetable. Work completed with each child/groups of children shall be recorded in teacher’s records.
The Learning Support/E.A.L./Resource Team will meet and review the progress of each individual child with the class teacher on a regular basis.
This policy will be reviewed as needed.