Home Language Assessments

All teachers/practitioners should use  the EAL assessment. to track progress and set language learning targets 

Some children go through a silent period and every child needs time to acquire their additional language However If a pupil is showing challenging or concerning behaviour/an inability to express themselves/not making friends/ making no progress in EAL  you should consider using the home language assessment to unpack any possible underlying issues

The assessment can provide teachers with a fuller picture of bilingual learners' language skills both in their first language and in English.

In order to ensure home language assessment provides accurate information, teachers should:

  • Complete the first page of the assessment
  • Be aware that the EAL learner may know some things in one language, but not in the other. (there may be aspects of the curriculum that they have not experienced before)
  • Be aware that many EAL families may limit using their home language when they arrive in the UK. Some EAL families may find it hard to maintain their first language.
  • Be aware of young children’s expectations in speaking and listening exchanges. This varies from culture to culture.

Get in contact with the EMTAS team to carry out a HLA. It is essential that this is done alongside a professional interpreter or bilingual teacher.

 

EAL & SEN (Cline & Shamsi, 2000)

Assessing Leaning Needs
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