Purpose of course

Upon completion, the practitioner will have a greater understanding of how to support children with English as an Additional Language (bilingual and multilingual children) in the Early Years setting

Learning outcomes

1. Understanding, valuing and promoting the role of the home language for children with English as an Additional Language (EAL) who are bilingual or multilingual. Understanding the benefits of bilingualism.
2.  Clarification of the terminology around bilingualism including multilingual, simultaneous, and sequential language users (including Irish emersion)
3. Gaining an understanding of the language landscape in Northern Ireland.
4. Understanding how English language develops typically and how communication is linked to play, attention, listening and social interaction.
5. This leads on to the importance of natural language development of all children in their home language and the importance of supporting home language development
6. Understanding a typically developing ,bilingual  language learning profile and what to expect when children are exposed to new language environment
7. Awareness of the trauma some newcomer children and families may have experienced .How to adapt practice sensitively by supporting the child and parents of these children using a trauma informed practice, lens.
8. How to observe and support a child who has underlying learning and or communication needs in their home language. Understanding red flags and when and how to signpost appropriately. Exploring how EY practitioners can involve other professionals to share the risk e.g. working with Health visitors and others to share information and to work collaboratively to support the family.
9. How to approach conversations regarding referral pathways to other services for individuals from diverse groups. How to share news sensitively with parents and to engage them in conversations around use of the home language, play and social interaction using observational checklists.
10. Explore how to work with interpreters and be aware of the sensitivities of using friends of the family as interpreters
11. Share online resources for songs, rhymes, finger plays in a variety of languages and signpost families to where they can seek support to  encourage use of the home language
12. Understanding how to create a communication friendly, environment e.g. using pictures, photos, natural gestures, words from the home language, play opportunities with peers and accepting and encouraging all forms of communication in the setting
13. How to use these techniques to help the child’s understanding of routines and the language of the classroom including building confidence through non- verbal play activities when they are first introduced to the English speaking environment