How to cut your £140m bill for public sector translation – Simples

Cutting your public sector translation bill has never been easier.  If you want;

ü  access to translation 24/7

ü  to be in charge of the conversation

ü  access at the tip of your fingertips in an emergency

ü  a translation solution at a set cost with no hidden extras to enable easier budgeting

ü  If you want access to more than one language at a time

Be a LEADER and not a follower and save yourself costs associated with communicating with your customers, clients and patients.

The news story used as a starting point further goes on to say that…

Lincolnshire has seen a large number of migrant workers settle in the county in recent years – the majority from Eastern Europe. I met Juarate Matulioniene, a leading figure in Boston’s Lithuanian community. She told me that the majority of migrants wanted to learn English, but sometimes they needed a helping hand.

Ms Matulioniene said: “Translation is very important in an emergency, when we go to hospitals and when children go to school and they don’t know a word.”  – This is where our services can be used effectively reassuring both the customer and your members of staff.

Lincolnshire County Council spends £155,000 a year on translation services.  UKIP councillors have called for the programme to be scrapped and the money re-invested in frontline services.

For schools who need resources in Lithuanian we can offer a resource library with many curriculum resources inside, Text Tutor and  Books – Maths, Pip, Resource and Exam which can be found on the online bookstore. I searched for Lithuanian. Ask for a complete package special price.

Simply email or call 0845 009 4939.


January EMASUK Resource Library – Update

In January we uploaded:

Design Technology and Art resources render the shapes in Albanian, Chinese Cantonese, Chinese Mandarin, Czech, Dutch, English, French, German, Hebrew, Hungarian, Kurdish, Latvian, Lithuanian, Malay, Romanian, Russian, Slovak and Spanish.

Bee and bee hive poster for Science teachers in Albanian, French, Malay, Norwegian, Polish, Russian, Arabic, Bengali, Chinese Cantonese and mandarin, Czech, Dutch, English, German, Gujarati, Hebrew, Hungarian, Italian, Kurdish, Latvian, Lithuanian, Kurdish, Nepali, Romanian, Slovak, Somali, Spanish, Tamil, Turkish, Urdu and Welsh.

A Slovak maths book which is available to all new members.

A guide for teachers on how to use snap cards to pre-teach vocabulary and the e-zine Toucan Jan 2014.

Continuing the life cycle of a frog resources for science teachers, a tadpole poster in Albanian, Bengali, Chinese Cantonese, Chinese Mandarin, Czech, Dutch, English, French, German, Gujarati, Hebrew, Hungarian, Italian, Kurdish, Latvian, Lithuanian, Malay, Nepali, Norwegian, Polish, Romanian, Russian, Slovak, Somali, Spanish, Turkish and Urdu. Frog Video

Heart and circulation posters for PE and Science in Albanian, Arabic, Chinese Cantonese, Chinese Mandarin, Dutch

Poster – instructions – with a sign for cutting out – Arabic, Bengali, Chinese Cantonese, Chinese Mandarin, Czech, Dutch, French, German, Gujarati, Hebrew, Hungarian, Italian, Kurdish, Latvian, Lithuanian, Malay, Nepali, Polish, Portuguese, Romanian, Russian, Slovak, Somali, Spanish, Swahili, Swedish, Turkish and English.

For safeguarding, ICT and PSHE web safety posters in Albanian, Chinese Cantonese, Chinese Mandarin, Czech, German, Latvian, Gujarati, Hungarian, Italian, Kurdish, Russian, Slovak, Polish, Romanian, Somali, Spanish, Turkish and Urdu.

Safer Internet Day 2014 will be celebrated on 11 February 2014 –


*NEW *November Uploads to EAL Resource Library

For those of you wondering what was new last month I have uploaded;

Using the Talking Tools and A4 sheet giving a quick overview now in the Teachers Section of the Resource Vault.

Cell Poster for Science in Arabic, Bengali, Chinese Cantonese, Chinese Mandarin, Czech, Dutch, Gujarati, Hungarian, Lithuanian, Italian, Malay, Polish, Romanian, Russian, Slovak, Somali, Spanish and Urdu.

Food Chains wolf, deer, grass posters for science in Albanian, Arabic, Bengali, Chinese Cantonese, Chinese Mandarin, Czech, Dutch, English, Gujarati, Hebrew, Latvian, Lithuanian, Italian, Malay, Polish, Romanian, Russian, Slovak, Somali, Spanish, Turkish and Urdu.

Food chains producers to consumers poster for science in Bengali, Chinese Cantonese, Chinese Mandarin, Czech, Dutch, English, French, German, Gujarati, Hebrew, Hungarians, Italian, Kurdish, Latvian, Lithuanian, Malay, Nepali, Norwegian, Polish, Romanian, Russian, Slovak, Somali, Spanish, Turkish and Urdu.

Herbivores poster for science in Albanian, Arabic, Bengali, Chinese Cantonese, Chinese Mandarin, Czech, Dutch, English, French, German, Gujarati, Hebrew, Hungarian, Italian, Kurdish, Latvian, Lithuanian, Malay, Polish, Romanian, Russian, Slovak, Somali, Spanish, Turkish and Urdu.

Human Body workbook for PE or Science in Farsi and Turkish.

Learning Mat Lines for Maths in Albanian, Bengali, Chinese Cantonese, Chinese Mandarin, Czech, Dutch, English, French, German, Gujarati, Hebrew, Hungarian, Italian, Kurdish, Latvian, Lithuanian, Malay, Nepali, Polish, Romanian, Russian, Slovak, Somali, Spanish, Turkish and Urdu.

Maths Resource sheets in Portuguese.

Signage – Please walk carefully in Afrikaans, Albanian, Arabic, Azerbaijani, Basque, Bulgarian, Catalan, Chinese Cantonese, Chinese Mandarin, Croatian, Czech, Dutch, Danish, Estonian, Filipino, Finnish, Greek, Haitian Creole, Hebrew, Hungarian, Irish, Japanese, Korean, Kurdish, Latin, Latvian, Lithuanian, Portuguese, Romanian, Russian, Slovak, Slovenian, Spanish, Swahili, Swedish, Tamil, Thai, Turkish and Welsh.


This months New Resource Sheets

Designed to be a starting point for schools when they have new arrivals before personalisation can happen using the talking tools the resource vault is an invaluable resource. This month we have uploaded to the Education resource vault.

Continents Poster for Geography in Bengali, Chinese Cantonese, Chinese Mandarin, Dutch, English, French, German, Gujarati, Hebrew, Italian, Kurdish, Latvian, Nepali, Romanian, Slovak, Somali, Spanish, Swahili, Turkish and Urdu

Food Chains producers to consumers – a poster showing the different types of producers and consumers for learning in science arenas. These can now be found in the resource vault choose by subject, then choose Science and look for the languages you need or alternatively choose one of the languages below and find it under Food chains producers to consumers. The languages are; Bengali, Chinese Cantonese, Chinese Mandarin, Czech, Dutch, English, French, German, Gujarati, Hebrew, Hungarian, Italian, Kurdish, Latvian, Lithuanian, Malay, Nepali, Norwegian, Polish, Romanian, Russian, Slovak, Somali, Spanish, Turkish and Urdu.

Human Body Workbook – A workbook for teachers to choose the pages that are relevant to them spanning various levels and depth. Ideal for Science and PE with posters and activities to complete. The first languages available are Latvian, Polish, Urdu.

Maths resource sheets – a small booklet showing maths basics shapes and number in the following languages; Bengali, Cornish, Estonian, Finnish, Romanian, Slovak, Slovene and Welsh.

Welcome Booklet – great for new arrivals for teachers to personalise by using the pages suitable for their school. Starting with the school details and times, information about the staff and a timetable, School uniform with a choice of colours red, blue, green and yellow. It moves onto the PE Kit, Food in school and eating healthily and safety information. New languages uploaded are; Chinese Cantonese, Chinese Mandarin, Hungarian, Kurdish, Italian, Norwegian, Polish, Russian, Turkish and Urdu. They can be found under PSHE

Storyboards for literacy – a mix of rhymes to support children’s literacy development in two more additional languages German and Latvian can now be found in the PSHE part of the resource vault.

And finally Environment types for Geography in Gujarati to complement the other languages already available.

Get all these and more for £129.00 per year.  No additional payments for monthly updates.

Contact us at or 0845 009 4939 for more details or current offers.

Practical Ideas for using Talking Tutor

In the mailbag I found this today from a school in Newcastle.  I thought I would share it as they are reflecting on how they have used Talking Tutor in the past year.

Thank you for organising access to Talking Tutor.  We have found this facility to be extremely useful since we subscribed to your website lastyear.

We have a small number of students from a number of different European and Asian countries at our secondary school, some of whom are at the very early stage of English acquisition.  We have used your program to provide information leaflets about our school in a range of languages.  We have found this particularly useful for our constantly changing population of Roma students who need to understand our student support system.

Talking Tutor is used by our students in Sixth Form, especially our Polish students who are studying for a variety of A Level subjects including Polish.  One student,  who is studying A Level maths but has some difficulty with English, has found it especially useful.

My colleague, has been using the website to prepare ‘Welcome’programs and booklets for students who have just arrived at the school.

We have just started to upload welcome booklets to save you time. It just needs you to choose and use the pages which are most useful to you.  It includes school information (lots of different colours), uniform, lunch arrangements and payment. Find then under subject and then PSHE.

If you have similar solutions that you would like to share about ClaireTalk, Two Can Talk or the new app please contact me at

UK National Curriculum – EAL special

This is an Overview of the  UK National Curriculum 2014 from document:

showing the relation to EAL learners and  how EMASUK resources can support some of these areas.

The New National Curriculum 2014 will look like this:

National Curriculum structure

In relation to EAL pupils it states in sections 4.5 and 4.6 that:

Teachers must also take account of the needs of pupils whose first language is not English. Monitoring of progress should take account of the pupil’s age, length of time in this country, previous educational experience and ability in other languages.

The ability of pupils for whom English is an additional language to take part in the national curriculum skills in English. Teachers should plan teaching opportunities to help pupils develop their English and should aim to provide the support pupils need to take part in all subjects.

From these statements clearly  the government are expecting every ordinary teacher (i.e. not  a linguist)  to work with both English speaking and non-English speaking children in their classrooms at the same time.  If ordinary teachers are able to do this job, in this way, then they need to  communicate effectively with all students regardless of language and it is the schools job to provide them with the tools and services needed to do their job effectively. As schools who have been using this system in classrooms are now getting more confident we are seeing the results that the children, teachers and school see real differences including improved self-esteem, improved academic language retention and ultimately improved performance. So rest assured it can be done.

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.


Schools are able to do this by ensuring that teachers are able confident in their ability to use the resources and tools and use them when and where necessary. In some schools it may mean that a new arrival arrives in the classroom on day 1 and the resource vault is used and two can talk to assess their ability in their home language. Schools are using the same assessment as they would do with any child that moves from another town or county as Two can Talk allows them the flexibility to do this. It may be necessary a few weeks down the line not to sue these but instead use Terry (talking tutor) to give instruction or biligualise spoken text using the whiteboard as a medium.  At parent interview time again Two Can Talk  could come into its own as it is great to record and keep a record of the parents views and understanding. Its knowing what is available and then working out what suits you best in each situation.

The National Curriculum supports all this by telling everyone to follow the teachers who having been teaching the EMASUK way  by ensuring the children develop their academic vocabulary, and those who have been on our training courses will be au fait with how to develop this in normal classrooms no matter how many languages are within it. For many schools that have been resistive to these ideas the NC clearly informs them that they must get on board with our way of teaching and learning and shares with them what we all know in 6.4 that:

Pupils’ acquisition and command of vocabulary are key to their learning and progress across the whole curriculum. Teachers should therefore develop vocabulary actively, building systematically on pupils’ current knowledge. (What John and I have been saying for five years now). They should increase pupils’ store of words in general; simultaneously.

In year 3 as teachers and pupils developed it became clear to us that exams and SATS were a really huge problem not only for learners but for their teachers. Often there wasn’t enough time for them to teach the academic language needed but also no resources to save them preparation time. Today teachers use of our GCSE books (available in many languages) support their further statement in 6.4 that;

Older pupils should be taught the meaning of instruction verbs that they may meet in examination questions. It is important to induct pupils into the language which defines each subject in its won right, such as accurate mathematical and scientific language.

All of this is easily done providing the ethos of the schools is not that of  ‘One size fits all’, but each individual has learnt before, so lets move from there and bridge the language gap to support their English language acquisition. Using Two Can Talk allows you to find out where they are and what they know in their first language. From there conversion of concept to the introduction of the English word as opposed to using time to go over the whole concept again means the speed at which they pick up English increases. Used with the library of resources that supports specific academic language development, teachers have a base from which to start and then use Text Tutor and/or two can talk to create their own personalised resources. If it is done systematically in a planned and targeted way, it will ensure that the learners in less time will  have a greater understanding of meaning and improved range of vocabulary. Also by using their previous learning it not only values what they have previously achieved  but also helps them to extend their language skills and broaden their vocabulary quicker.

Just by way of example the resource vault has pre made resources. These are a starting point until teachers know what they want to create for themselves. It means that where the NC 2104 Maths states;

  • consolidate their numerical and mathematical capability
  • extend their understanding of the number system
  • use language and properties precisely, such as with 2D and 3D shapes,

there will be a resource in the vault.  To find it is easy just login in then go to the resource vault, choose, by subject and the resources will be there in a variety of languages.  Using the maths sheets available in the resource vault and the maths book teachers can support EAL including bilingual children to learn quicker and express themselves using mathematical terminology. To further support this the Maths books found here

In the resource vault the Time book in various languages supports the children to use their previous knowledge to develop both their English language linguistic development and their mathematical academic language side by side. This books further supports the year 4  NC expectation

  • read, write and convert time between analogue and digital 12 and 24 hour clocks.

All these resources can be tailored to your pupils by your creation of the document, worksheet, newsletter that you want and then using the cut and paste option to take the words or diagrams needed.

The NC2014 Science curriculum stipulates a spoken language requirement, so further to my question the other day about TA’s, maybe we should be ensuring that they also have the academic language taught via INSET and mentoring programmes so that they don’t feel isolated.

To support the NC requirements in Science that pupils must;

  • identify and describe basic structure of a variety of common flowering plants, including roots, stem/trunk, leaves and flowers

In the vault there are resources to support this and in schools like Teign School, Devon who have an active farm, pupils can actually be taken to experience this first hand within lesson time. They can further develop their science knowledge easily by allowing learners who maybe have not seen the types of trees and flowers we have in the UK to:

  • use the local environment throughout the year to explore and answer questions about plants growing in their habitat. Where possible they should observe the growth of flowers and vegetables that they have planted.
  • Pupils must work scientifically by working closely, perhaps using magnifying glasses, and comparing and contrasting familiar plants

This not only familiarise pupils with their local environment but supports new arrivals in learning bout their new country but on the same level playing field as their peers. NB Look out as well for all the resources in the vault to support food chains and habitats .

Bilingual Language Mat

Using a standard language mat in Arabic and English to create learning resources

For any teacher to create their own resources to fulfil the new curriculum requirements and extend their current resources basis Text Tutor, Two Can Talk and Terry can all support you to create what you need, when you need it for your own classroom.

For current prices contact or 0845 009 4939 or fro the bookstore.

If you are a member and would like a telephone overview to ensure you are getting the best out of these please contact us and ask for an educationalist to talk you through the resource vault and talking tools.

Bridging the gap for learners whose first language is not English.

Fractions explanations 6 Mandarined show flyer

I spend my days talking to people about changing the discourse. An influential speaker, Rosemary Campbell-Stevens, who works with leaders throughout the UK through the NCSL talks about changing the discourse because the one we have used for the last 20 years hasn’t worked. And I can only agree with her, we still leave children needing to communicate in their home language without an interface to do so, whether that’s electronic, mechanical or human. We wouldn’t put up with it ourselves so why leave our children to live through the mine field that is communication.

To help learners achieve their best and bridge the gap between their current knowledge and their level of understanding I have created a dual language maths book. The concept of dual language is not to delay the learning of English but to increase the speed and level of understanding. For example in the book there are the four operations division, subtraction, addition and subtraction. Each operation has a two page spread, the first page explores the terms we use in both English and the learners home language. Division can also be written shared, as a fraction or as with a division sign. The learners are explained the terminology and given examples. The next page is a series of dual language examples, leading them to a set of questions that they try for themselves. The benefit of this is that the gap in language understanding is taken up by the book and within a short space of time the learner can work on the same questions as their peer group.

The benefits of the maths books are the speed in which the learner can undertake class work and the higher level of understanding when the do. It is a matter of changing the discourse and bridging the gap with thoughtfully created materials that help improve the learners understanding.

Dual language maths books can be found on the EMAS UK website and currently cost £15 per book or £300 for a full set of 22 books. Differentiated resources that allow everyone to be on the same work at the same time.