Supporting pupils awith SEN
The Key for School Leaders
EAL and SEND: Myth busters
Diane Leedham, an education consultant and local authority lead for English
Typical investigation pathways
as an additional language (EAL) offers guidance on EAL leadership.
Did you know?
If a learner has normal language and learning in their first language, then
SEN or disability is not the reason for slow progress in learning EAL
• SEN or disability occurs in the same percentage of learners with EAL
as learners who are monolingual
• SEN and disabilities are not valid reasons to discourage bilingualism
• An EAL learner should never be viewed as having an SEN on this
basis – they are simply developing proficiency in English.
However, any EAL learner can also have an SEN or a disability.
Nevertheless, sustaining first language is as important for an EAL learner
with or without and SEN or disability.
Diagnosis
Unfortunately, it’s very common for SEN or disability to be either over or
under diagnosed in EAL lear ners.
For example, an EAL learner often experiences a ‘silent phase’ when
new to English which might go on for many months, including children
born in the UK but new to English when starting school. Early attempts at
English may also sound jumbled, particularly if the learner is attempting
to express complex ideas, beyond their current English proficiency. This
‘silent phase’ is one of the most common reasons for misdiagnosed
speech, language and communication difficulties in EAL learners
However, not all learners new to English develop in this way, so it’s
vital to discuss language use at home with parents and reassure them
of the importance of continuing to use the learner’s most fluent language
out of school.
Similarly, a learner with interrupted education or with different cultural
experiences may be unfamiliar with some aspects of UK assessment or
school life. They may simply need support and time to adjust but they
should be monitored carefully.
The success of establishing an accurate SEN or disability diagnosis
in an EAL learner and then ensuring best provision for them depends
on systematic, research-informed investigation and effective
partnerships between the special educational needs co-ordinator and
EAL lead, external specialists and, most importantly, with families.
A ‘typical’ pathway might be:
• The EAL lead establishes a profile of each EAL learner including a
variety of contextual information about prior education, language and
learning. There may be an existing diagnosis of SEN or a disability, or
the parents express concerns about development in the first language.
• First language assessment and detailed information about language
development and exposure are crucial for further investigation. Some
learners are growing up in complex multilingual circumstances and
you may need to seek specialist advice, depending on the context.
• An EAL learner’s progress may seem unexpectedly slow, or other
behaviours give rise to concern.
• Discussion with teachers and observation in class is crucial to gauge
if the EAL pedagogy is pitched at the right level for the learner’s
current English proficiency and prior experience.
• Further discussion with parents and/or a first language assessment is
crucial, if this hasn’t taken place already.
Other considerations
Some countries of origin exhibit high prejudice regarding SEN and
disabilities in their school systems, and systemic racism sometimes
identifies some ethnic groups like Roma as generically ‘subnormal’.
Parents may therefore be anxious about the possibility of an SEN or
disability diagnosis and appear unco-operative unless they are reassured
with clear information.
Partnership provision planning which aligns EAL proficiency-tracking and
target-setting with SEN/EAL specialist support enables good progress.
The priority is to have solution-focused, research-informed professional
conversations and provide strategic, streamlined advice to teachers.
Further reading
ELT Well
http://eltwell.com
EAL Nexus
https://eal.britishcouncil.org/teachers/learners-special-educational-needs
NALDIC
https://www.naldic.org.uk/eal-teaching-and-learning/eal-resources/eal-sen
Mantralingua
http://uk.mantralingua.com
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