What is EAL?
Although there are many acronyms associated with learning English, including EFL, ESL and EAL and much debate about the
exact definition of their meaning, EAL (English as an Additional Language) recognises that the learner has already
acquired one language and has decided to learn another language. In our setting, English as an Additional Language
refers to students who are learning English to be able to use two languages in their daily life, to become bilingual.
How does EAL work in a bilingual setting?
In our setting, the bilingual programme works as Chinese knowledge is built on and introduced in English in a variety of
themes through play and exploration. Our programme has a Chinese immersion day followed by an English immersion
day. On a Chinese day the concepts are explored, discussed and reinforced to ensure the children have
understanding in this area before they are introduced in English. Bilingualism offers children the opportunity to
become both bilingual and bi-literate in two languages. Research shows that bilingualism has positive effects both
linguistically and educationally as children gain a deeper understanding of language in practice and are able to use it
effectively. Studies have shown that well-balanced bilinguals have advantages over monolinguals in thinking and academic
achievement.
The EYFS supports additional language learning through a variety of activities. Music is a valuable way of
learning a new language. Simple songs, rhymes and stories chanted rhythmically are a way for children to feel
comfortable making first attempts to use an additional language. Illustrated stories read bilingually can be
useful by introducing a story initially in Chinese and then reading it in English so the children can transfer their
understanding. Stories are also a fun and allow children to develop their imagination, helping children to develop a
wide range of ideas and feelings. By sharing the same stories, children also gain confidence to join and repeat the
story, even retelling it to each other.
What is the key to teaching Chinese children?
There are certain challenges for all children learning an additional language. Research has shown that the best age to
learn an additional language is between 3 to 4 years. When children are immersed in an additional language through play
and exploration they will learn it easily as they are natural learners.
Pronunciation
Chinese is a monosyllabic language — each character has only one syllable. Each character is clearly pronounced.
Challenges may include:
- English sounds such as /v/, and /th/ are not found in Chinese (Students may pronounce /v/ as /w/ and /th/ as /s/
or /z/)
- English consonant clusters such as /tr/, /dr/, /st/, /pl/ may require a lot of practice to blend the sounds
- Pronouncing each syllable in English words
- Adding a vowel after some consonants (adding /ə:/ to consonants "s", "x", "t", "d", "k" for example after "t" and
sometimes "ll" in "football" /fʊtbɔːl/ as /fʊtə:bɔːlə:/ and after "ll" in hill /hɪl/ as /hɪlə:/)
By children learning English from a young age and in a similar manner to learning their first language, through play and
exploration in a comfortable environment it is hoped that they will learn the sounds naturally when they are ready. This
is the reason why we do not teach the alphabet letter names to children. If they learn the letter names first, it
becomes very confusing when we introduce the letter sounds and the letter sounds are important in developing phonics.
What is phonics?
Phonics instruction teaches children the relationships between the letters (graphemes) of written language and the
individual sounds (phonemes) of spoken language. It teaches children to use and write words. The goal of phonics
instruction is to teach children the most common sound-spelling relationships so that they can decode, or sound out,
words. This decoding ability is a crucial element in reading success. In this way, phonics enables children to use
individual sounds to construct words. For example, when taught the sounds for the letters t, p, a and s, children can
build up the words "tap", "pat", "pats", "taps" and "sat".
In our setting, we follow the DfES Letters and Sounds programme which allows children to build up their phonics
knowledge and skills systematically. In EY2 we begin Phase 1, the emphasis is to allow children to develop their
listening skills, prior to beginning Phase 2 phonics in EY3. Phase 1 phonics develops children’s awareness to
sound discrimination, tuning into sounds, listening and remembering sounds and talking about sounds. The programme will
progress based on the children’s individual ability and at a rate that suits their level and skills in the ultimate hope
that they become happy speakers and readers of English.
Jane Williams
EAL Coordinator
Wellington College Bilingual Shanghai
