Z.K is working at a sufficient level to be able to access the curriculum, she needs further aid in grammatical structure which will come over time, the priority need is to help child to be in a position where she is confident and comfortable, this may require integrative tasks and more group work to bring her out of her shell. Mentor has noted that she already appears to be shy by nature and is having difficulty adjusting to her new class environment. Other adult help is available, with HLTA who has a small focus group with LA, R.Z.K has her needs met better in this class as it is a smaller group, she also has access to EAL coordinator who can give her one to one time if it is required. .
7) Are there resources in the classroom in the child's first language?.
Resources are scarce; however there are some books in the reading corner with tapes in Urdu.
There was a wall with greetings in different languages as a display mentor informed that there is usually an overall awareness raised of different languages spoken in class as a PSHE task.
Task 3a – Interviewing the Co-ordinator. (Standards 3") .
Interview the person responsible in your school for coordinating provision for .
EAL (EMA coordinator, inclusion coordinator, teacher in charge etc.) .
Find out:.
1) Who has responsibility for English as an additional language in your school? Miss Dhanjal.
2) What is the role and what are the responsibilities?.
EAL and Behaviour PSHE co-ordinator.
She states that her role has evolved according to the needs of the school but the provisions made for the children remains the same, therefore her responsibility is to do what is best for EAL students (progression).
Background of the EAL co-ordinator role, .
Now awareness has been raised and the government aim is that all children's needs must be met.
3) What staff are employed in school to support learners of EAL (teachers, teaching .
assistants, bilingual instructors, bilingual assistants etc.