My child’s amazing bilingual abilities and skills are not valued, used or developed in English-only school

This was piece recently that I read in the Guardian what do you think?

My child’s amazing bilingual abilities and skills are not valued, used or developed in his English-only school.”

The Government can point to a growth in the number of bilingual primary schools as a result of its free school programme – there are French, German and Spanish schools in operation.

In addition, it is making languages compulsory from the age of seven in state primary schools for the first time ever from next September.

However, such actions are too little, Ms Gavrilova feels. “Our children are set to grow up in a world where their sense of normality is very different from ours,” says the brochure outlining its plans. “Their ability to adapt and adjust will be the difference between success and failure.

“It’s why the behemoth of the British education system is increasingly not the answer to our children’s needs.”

http://www.independent.co.uk/news/education/education-news/teaching-in-tongues-the-bilingual-preschool-tapping-new-potential-9032047.html

But what do you think?

I think schools delivering bilingual opportunities are valuing their learners and parents culture.  It from the first language that the second language is learnt and developed. It is only done much quicker than the traditional methods used as the young people brains are wired differently so they can translate easier and quicker across language using the technologies available to them to support their language acquisition. But what are your views?

If you would like more information on the tools and resources we have available to make your job easier when communicating with children or parents then contact us at www.emasuk.com or info@emasuk.com 0845 009 4939 Thanks Liz

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OFSTED – Pupils using EMASUK resources make better progress than similar pupils nationally

This week is Good News week as we say in school. OFSTED have been into a school where EMASUK resources are used on a daily basis to support EAL children.

We say Well Done and Congratulations to the Head, staff, pupils and parents of the school it is such a brilliant community there so their Outstanding judgement is very well deserved.

On reading their report we were really pleased to see this under Achievement of Pupils

Personal help and effective use of a versatile computer programme which supports pupils –and parents –who are at the early stages of learning English enables them to make excellent progress in English. These pupils make better progress than similar pupils, nationally.

Also they were generous to say this

Under achievement of Pupils

Pupils who join the school mid-way through their school career, disabled pupils and those who have special education needs make better progress than their peers nationally. This is because regular checks are made to see how well they are doing and they receive additional support to move learning on when necessary.

Under Quality of teaching

Teachers and support staff strive to ensure that all pupils, including vulnerable pupils, pupils who speak English as an additional language, disabled pupils and those who have special education needs are fully included and have equal access to the same learning opportunities as other pupils. Systems for supporting pupils who are at the early stages of learning English are well established.

We are particularly pleased with these comments as our ethos has always been to take each child as an individual and move them from where they are to where you need them to be.  For EAL pupils use their first language as a tool and support to the second language by using it to bridge the gap. Hence the statement that they have equal access to the same learning opportunities is brilliant.

Through the use of the variety of resources that they had to hand, used appropriately to the individual child’s needs these teachers have ensured the children have not only progressed more than those nationally but had fun when they were doing it.

Again Well Done Everyone

http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/109557  choose May 2013

If you would like to find out more about the Integrated support package contact us at 0845 009 4939 or info@emasuk.com

Example prices:

Integrated support programme 1

Pre OFSTED Audit, Talking translator, resource library, class of books,product  training and wireless tablets starts at £4614.00

Integrated support programme 2

As above but with literacy training for 2.5 hours and 3G and wireless Tablets starts at £6,124.00

Keeping previous known languages is as important as learning new ones – Why and How EMASUK ensure this happens

Perhaps as a backlash against the way we were raised, many Asian Americans of my generation are anxious to preserve our roots and give our kids a leg up in the global job market. Our children will be bilingual and bicultural by design, not by accident.

 

 

 

here are a few extracts:

 

Mandarin was my first language, but once I started school, I refused to speak it. As the only Asian kid in my class, I felt alien enough. I wasn’t about to bust out in another tongue, even in the privacy of my own home.

My parents were too laissez-faire to enforce a Chinese-only regimen, as my uncle did with my cousins. We soon switched to English instead of Chinese, forks instead of chopsticks. My mom made spaghetti for my brother and me, stir-fries and soups for my dad.

and

The one time I went to Saturday Chinese school, I told my parents I hated it and I wasn’t going back. That was the end of it. They never brought it up again.

Back then, the term “globalization” hadn’t been invented. Immigrants were expected to assimilate, not celebrate their own cultures.

……In multicultural Southern California, speaking a foreign tongue at home is normal, not freakish as it was when I was growing up in 1980s Pittsburgh.

http://articles.latimes.com/2013/mar/16/local/la-me-chang-mandarin-20130317 for the full article.

 

This story sums up why when developing our bespoke solution we try to ensure that both the new language and the mother tongue are celebrated.  The talking technologies allow all languages to be used we do not charge just for the target language one fee pays for the whole range of languages…some say that is silly but for us respecting and keeping previous known languages is as important as learning new ones.

The set up of the books is such that you can have a book that is bilingual English Chinese or English Spanish, but it could equally be created as Chinese Spanish to keep the two languages alive. Every one within the community wins.

 

and another item on the same story

I’m a little envious of these kids, whose parents are making sure, by hook or by
crook, that they know another language. They won’t have heartbreaking
communication gaps with relatives across the Pacific. Still, I’m glad I got
there on my own time, without weekly exhortations to “Do your Chinese homework.”
In the end, I made it to the bilingual party, too.

http://www.menafn.com/menafn/166a92a7-2139-4bb7-82ff-800e76da3338/Coming-full-circle-on-bilingualism?src=main

 

 

 

The same but different

My vision of the classroom of the future was to have any resource available in any language so that as the teacher I am confident of what I am teaching but my children can access their learning whatever their preferred langage. Every day we get nearer as John and I create and upload the resources, but there is always so much to do.  To go with these we have just created a short video that gives some guidance on understanding why EMAS UK produces different language versions of the same resource and why it can make a difference. Over the next few weeks we will be building up a comprehensive range of support videos and we will be adding to them to provide support and advice.

http://youtu.be/3aJwUrIjO94