Laying a solid foundation: Working with EAL learners in Early Years settings
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Contents
POLICY POSITION | Ofsted removes one of the voices for EAL in the inspectorate … p 6
LETTER FROM THE CHAIR | Championing our EAL learners in the time of Covid-19 … p 7
NEWS & EVENTS | The latest dispatches … pp 8-9
WEBINAR: Joint NALDIC/Chartered College of Teaching webinar: “Supporting young multilingual pupils in early years settings” … p 8
CONFERENCE: Decolonising School Conference … p 9
EVENTS: … pp 8–9
SHORTS | Research Shorts takes another bite-sized look at recent research in the field … pp 10-11
RIG REPORTS | Find out what’s been happening near you … pp 12-15
RIGs Update … p 13
Convenor News … p 14
Special Interest Groups (SIGs) … p 15
COVER FEATURE | EAL in the Early Years … pp 17-29
Building a strong foundation and multilingual mindsets … p 17
A bilingual nursery’s journey. The beginning | Amy Thompson … pp 18-19
Challenging monolingual practices: an action research study in a private nursery in London | Daniela Panniello and Dr Kyara Rojas-Bustos … pp 20-23
Early Years: Successes in Somerset and Beyond | Louise Campbell-White … pp 24-25
Visible thinking for the Early Years | Mariela Fiscante … pp 26-29
CONFERENCE REPORT | Multilingual Britain: Successes, Challenges and Future Directions … pp 31-42
A Moment in Time: NALDIC Conference 28 Goes Online … p 31
Keynote #1 | Critical Connections: Engaging with the tensions and challenges of a global digital storytelling project creating spaces for multilingual learning in schools – Vicky Macleroy … pp 32-33
Paper 1 | Critical Connections: Engaging with the tensions and challenges of a global digital storytelling project creating spaces for multilingual learning in schools – Annabel MacWilliam, Lorraine Cusack and Kim Almond, St David’s Primary School Edinburgh & Edinburgh EAL Team … p 33
Paper 2 | The Management of EAL Provision in High-Need Schools – Claire Evans, Anderton Park School … p 34
Paper 3 | Making Language Visible: UASC in Care – Fiona Ranson … p 34
Keynote #2 | Some EAL Kids I Taught and What They Taught Me About Language – Kate Clanchy … p 35
Paper 4 | How can we better support and assess children who have English as an Additional Language? – An action research study Daniela Panniello, University of Roehampton … p 36
Paper 5 | EAL and GCSE Geography Classes – Anna Czebiolko, Cockburn John Charles Academy … p 36
Paper 6 | The Young Interpreter Scheme: staff experiences of participation – Debra Page, University of Reading … p 37
Paper 7 | Roma – Narrowing the Gap – Jane Driver … p 37
Paper 8 | Living with physical constraints: Why translanguaging matters now even more – Dr Lavinia Hirsu, University of Glasgow … p 38
Paper 9 | Un-/learning mono-/ multilingualism: insights from the primary school – Thomas Quehl, Goldsmiths,
University of London … p 38
Paper 10 | Teachers’ identification of language disorders in bilingual children: A study of attitudes – Felicity Parry, Bangor University … p 39
Paper 11 | Knowledge, spaces and dispositions towards language/s – Daniela Panniello & Dr Kyara Rojas-Bustos
University of Roehampton … p 39
Keynote #3 | Storybooks UK: Promoting multilingualism and online English language learning during Covid-19 – Dr. Bonny Norton … p 40
Paper 12 | Safe, open, possible spaces? Moving the discussion on about multilingual learning at home and at school post lockdown – Dr Kathryn Kashyap … p 41
Paper 13 | Disrupting monolingual mindsets: Heritage Language speakers’ responses to plurilingual ‘outlets’ in a mainstream secondary school setting – Sophie Liggins (University of Essex) … p 41
Paper 14 | Working with bilingual children at risk of developmental language disorder: adapting assessment and intervention for the nursery-aged bilingual child – Carolyn Letts (University of Newcastle); Sean Pert (University of Manchester) … p 42
Paper 15 | Reflection on multilingual activities in education: Presentation and evaluation of the free online M-SOC tool – Dr Gabriela Meier & Anita Wood, University of Exeter … p 42
TRIED AND TESTED | Two practitioners share insights on Routines and Enhancing Communication … pp 43-45
The Importance of Classroom Routines: Young Learners and EAL | Eugenia Dell’Osa … p 43
Enhancing communication in an Early Years Setting | Keli Nicholson … pp 44-45
CPD REPORTS
#1 ‘I didn’t understand anything.’ New to English voices on international transition | Katharine Anderson … pp 46-47
#2 EAL in the mainstream: Perceptions and Practices | Beata Raszkowska … pp 48-49
THE LANGUAGE OF…
Play | Elizabeth Rushton and Heather King … pp 50-53
COMMENT
Lockdown Three – Remote Learning for EAL Students | Jonathan Bifield … pp 54-55
School-supported Family Language Planning | Eowyn Crisfield … pp 56-57
COVID19: The largest EAL inset to-date! | Samira Moradi … pp 58-59
Pushing for a Truly Multilingual Britain | Thomas Avery … pp 60-61
EAL and proficiency in English: What should we be assessing and how? | Professor Steve Strand … pp 62-65
Reopening K-12 Schools During the Covid-19 Pandemic | Fiona Ranson … pp 66-67
BEST OF THE BLOG
My Language Homes | Dr Farah Nazir … p 68
The Development of Young Learners’ Reading Skills | Natilly McCartney … p 69
SPOTLIGHT ON…
Cognitive Load Theory: Teaching strategies derived from the ITT Core Content Framework for all MFL Teachers | Jane Jones … pp 70-73
ONLINE
Engaging with language diversity in primary schools across Europe: The VirtuLApp project | Lorna Carson … pp 74-76
BOOKS
Exercising Muscles and Minds: Outdoor Play and the Early Years Curriculum (2nd ed.) | Marjorie Ouvry and Amanda Furtado … p 77
RESEARCH IN DEPTH | Home language learning: what factors matter,
and how do we support families? | Alex Hodgkiss … pp 78-82
THE LAST WORD | Fostering Equality | Amanda Savage … p 83
EDITOR | Christina Richardson
DEPUTY EDITORS | Elizabeth Chilton | Leandro Paladino | Fiona Ranson
ASSOCIATE EDITORS | Simeon Bates | Hamish Chalmers | Dianne Excell | Constant Leung | Vicky Macleroy | Frank Monaghan | Paul Nancarrow
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