Transition
Transition is the first step for children who speak English as an additional language within your setting. This initial meeting offers an opportunity to find out and record as much information as possible:
- How to pronounce the child’s name is very important to the child’s sense of belonging. Write it down phonetically to ensure everyone uses the same pronunciation.
- What language/s are spoken at home? You may wish to look online to check you have recorded the correct language.
- Is English spoken at home? Do emphasise to the family and colleagues that is it good for the child to speak their home language/s. Their knowledge of their home language will support developing their English.
- Does the child speak their home language/s well? What can they say?
- Who lives at home?
- Which country did the family originate from?
- Does the family have a specific religion or culture? Explain the setting would like to celebrate any key festivals which link to this.
- What does the child like to play with/what are their interests
Some prompts to bear in mind:
- Children can feel overwhelmed, frightened, upset, isolated, lost and display unwanted behaviour if they feel unable to communicate.
- The key person may wish to learn some simple phrases e.g. hello/goodbye in the child’s home language
- For the child, seeing their parent/carer welcomed and interacting with adults will help them to feel secure.
- A child who is new to English may use a mixture of words from the languages they know in the same sentence. Encourage all their verbal utterances to grow their confidence.
- Be sensitive regarding Early Years funding as not all families are entitled to public funds.
- With permission take some photos of the family visiting the setting to make a welcome book e.g. playing; eating snack; outside; pointing to the bathroom.
- If language is a barrier provide a visual showing which sessions the child can attend and the start and finish times; also, it may be helpful to show what the child needs to bring to the session e.g. snacks/lunch; a winter coat or sunscreen depending on the season.
- Please ensure information is passed on to practitioners working with the child so they know the languages spoken, the family’s religion or culture and which country they may have lived or have relatives living in.
Visual resources
To support understanding for all children including those who are multilingual:
- A visual timetable is used to explain the daily routine.
- Feelings or emotions picture cards so children can label their own and others’ emotions.
- Photographs of areas, resources, peers, and staff to support children with their understanding.
- Story and song props used as often as possible.
Top tips for supporting multilingual children in Early years settings
- Engaging parents improves children’s outcomes. Invite parents in to share a book in their own language. This can give the child a real sense of pride and help to make their culture is valued within the setting. It is also a wonderful opportunity for the other children to experience a different culture first hand.
- Use positive body language and facial expressions.
- Focus activities on what the child likes and can do - the more motivated they are in what they’re doing/playing with, the more they are likely to learn the language linked to that activity.
- Gain the child’s attention using their name before addressing them.
- Use short simple sentences, give at least 10 seconds for them to respond. Rephrase if you believe they haven’t understood.
- Value and celebrate cultural diversity. Cultural learning experiences can improve awareness and appreciation and prevent social and cultural exclusion.
- Use objects, pointing, gesture, visual support alongside spoken instructions to help show what you mean.
- Use repetition frequently.
- Allow child to have solitary play to begin with, try not to overwhelm.
- Offer opportunities for them to join in activities in their own time.
- Use visual alongside verbal- talk while doing.
- Praise any attempt to communicate, no matter how small. Accept nonverbal responses i.e. pointing, nodding, gesture, taking you by the hand to show.
- Use questions with specific answers i.e. do you want the blue one of the green one?
- Use the home corner to reflect different cultures.
- Use snacks/food from home country if appropriate at snack times.
A consideration with multilingual children who may have an additional need
Depending on their level of proficiency in English, multilingual children who are learning EAL may face linguistic challenges and will need targeted language support to help them learn both the English. A small proportion of multilingual children may also have SEND. It is vital that children are identified as early as possible, so they can receive targeted and integrated support that addresses both their linguistic challenges, and their special learning needs.
There is insignificant evidence to show that being bilingual and ASD creates a significant barrier to developing communication. Some studies have shown that children with ASD exposed to a bilingual environment use more functional gestures to communicate than monolingual peers. This means it is beneficial to continue to use Makaton, clear non-verbal communication, and visual cues to support verbal language, providing opportunities to bridge both languages.
There isn’t a specific test to show whether a multilingual learner has SEND. Focused observations both in and outside of the classroom and feedback from all those who work with the child will help to build a picture of their needs and particular challenges.
Further resources
Torbay Family hub has a function in the bottom lefthand corner, where you can translate it into many different languages so parents and families can access information.
Chat, Play, Read is a national initiative to promote the crucial role of the home learning environment in children’s early development.
Translated resources - A booklet can be downloaded in 19 different languages for you to share with the multilingual families in your setting or community.
Visit our Soundcloud page to access voice recordings of these translations.
English as an additional language (EAL)
EAL in Early Years Settings: Guidance and Strategies - The Bell Foundation
Supporting EAL in the Early Years for practitioners - Stronger Practice Hubs
Why the home language matters - www.eyalliance.org.uk
Understanding multilingualism in the early years - National Literacy Trust
Time together - support for multilingual families | National Literacy Trust
Bilingual books and resources
Suggested resources
It is vitally important to include multicultural resources in your setting, even if you do not have any multilingual children. This will develop an appreciation of different cultures.
Free resources
- Objects of Reference.
- 24 Makaton signs available on Torbay Council ILearn.
- Widget symbols use widget symbols printed to add to a lanyard or visual timetable.
- Objects and pictures from around the world which can be accessed from your families/charity shops/ online photos/pictures printed off.
- Use objects from different cultures to incorporate into your environment e.g. using chopsticks in the home corner or Indian bangles and Saris in the dressing up. As well as providing a homely feel to your environment; photo frames around the room with pictures of different styles of houses and locations will be supportive of a multi-cultural environment.
- Celebrate key festivals from around the world with a story, some food or a video depicting this event.
- A diverse menu offered each week, and relevant discussions encouraged regarding the foods.
- National Literacy Trust: Early years: resources and tools for early language development and parental engagement:
Resources at a cost
- Talking Pens can be used to support settling in and an easy way to communicate with the child and families. Books can be purchased at an additional cost and the Pen can read it in their language. £135 - £160.
- Books with text in home language can be ordered/borrowed from the Library for free or purchased to support your discussions around other cultures and different texts. It will be comforting and supportive for children to see text from their home language, particularly if they use a different alphabet. Speak with families for suggestions £5 - £15.
Book suggestions
- ‘The Koala Who Could’ Rachel Bright and Jim Field. A story about facing change with courage and curiosity.
- ‘Where Are You From?’ Yamile Saied Mendez and Jaime Kim. A story about identity, belonging and self acceptance.
- ‘The Snail and the Whale’ Julia Donaldson and Axel Sheffler. A story about friendship, determination and adventure. A fantastic book for discussions around different countries.
- ‘Ten Little Fingers and Ten Little Toes’ Mem Fox and Helen Oxenbury. A celebration of baby fingers and toes and the babies they belong to.