Description

This edition of NALDIC Quarterly focuses on provision for new arrivals. In recent years there has been increasing concern about the challenge of pupil mobility in schools, particularly with pupils joining school who are new to English. Recent Ofsted and DfES work has focussed on this important area, looking at ways to support effective induction, settle target pupils swiftly, enable rapid access to the curriculum and help new arrivals capitalise on learning opportunities. In this edition we look at a number of different dimensions, from strategic responses at LEA level to the work of EAL practitioners in their individual schools. We also review what is currently seen as ‘best practice’ regarding initial induction (both pastoral and academic) and reference current documentation as a guide for colleagues who are working now with new arrivals.

Contents

Editorial (page 2)
Manny Vazquez

Supporting new arrivals: an overview (page 3)
Tim Spafford & Bill Bolloten

Building effective networks of practice (page 13)
Peta Ullmann

Bilingual support for new arrivals (page 17)
Rehana Ahmed & Roz Carter

Provision for EAL late arrivals in two secondary schools (page 19)
Catharine Driver

Provision for new arrivals at Feltham College (page 22)
Phyllis Bridge

New Arrivals: Access to Education (A2E) Pilot Project (page 23)
Dympna McGahern

In-School Induction Courses For Newly Arrived Asylum Seeking Pupils – An Inclusive Approach (page 25)
Sofia Ali

Teaching EAL pupils in induction and withdrawal groups: A lost or dying art? (page 28)
Manny Vazquez

EAL curriculum initiatives for students 14-19 (page 30)
Sara Green

The Implications of Bilingual Education in Wales for Multilingual Schools in England (page 32)
Vibeke Bradbury & Ann E. Jones

Refugee News (page 36)
Bill Bolloten & Tim Spafford

NALDIC News (page 39)
Nicola Davies

Book Reviews (page 42)
Frank Monaghan