|Event/course Code||SFVSS 19/219
|Event/course type||Training course|
|Event Introduction||Speech Language and Communication skills (SLCs) are a fundamental part of a child’s early development as reflected in the Early Years Foundation curriculum. Children with EAL require a modified environment to support language learning, even beyond the point they have started using English. Those children who have SLC difficulties alongside EAL require a skilled workforce working together to identify difficulties early and embed support in the child’s everyday environment to ensure the best outcomes for the child.
The course will equip attendees with up-to-date knowledge and research that informs best practice. Attendees will be encouraged to think about how they can use this knowledge in their everyday work with young children who have English as an Additional Language (EAL) and their families, developing strategies and modifying the communication environment to enhance the outcomes for these children.
This course is run by Your Healthcare Speech and Language Therapy team in Kingston. It’s designed to provide practitioners with an introduction on how best to support children who are developing their speech, language and communication (SLC) skills in a bilingual environment. The course is relevant for anybody working closely with preschool children and their families.
|Event Content||The course will outline the current thinking with regard to EAL and bilingual language acquisition. The delegates will gain a good understanding of the different stages of language acquisition, in regards to simultaneous multi-language acquisition and sequential language learning.
Details covering the area of simultaneous language learning will be covered and ages and stages will be discussed. The differences between simultaneous and sequential bilingualism will be clarified and delegates will gain a good insight into the multi-stages of sequential bilingualism. The developmental process will be outlined from the silent period through to achieving native-speaker proficiency.
The second half of the presentation will be based on practical strategies that pre-school settings can be carrying out themselves and information on the latest advice they should be giving parents. Links will be made between strategies that delegates will have been introduced to at other language based training. However, this module will be stand alone.
The course is delivered with a range of methods including visual, written, and small group discussion to suit a range of learning styles.
We would encourage practitioners to attend this course, we are confident that by the end of the course practitioners will have a clearer understanding of types of language learning and therefore better able to tailor their setting's response.
Recent participants said:
“The course has provided a sound understanding of how children acquire languages and how we can help provide an environment that facilitates this. We will focus on being more aware of how we communicate with EAL children.”
“Thank you very much, it was a meaningful and helpful course. The next day at circle time we sang and action song VERY, VERY slowly and for the first time an EAL child, who has been isolated to date, joined in. Instant impact...fantastic:)”
|Event Learning Outcomes||By the end of this training delegates will:
• Show an increased knowledge and understanding of EAL and bilingualism.
• Be able to provide parents with the latest advice on bilingualism.
• Be able to design and modify the pre-school environment for EAL and bilingual children and be able to implement learning into practice immediately following the course.
• Be able to recognise when specialist involvement is needed by making timely referrals of bilingual children to SLT service.
• Be able to ensure that the appropriate procedures are in place for when an EAL child enrols in their setting in order to plan for their learning needs.
|Course categories||Communication Skills|
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