SILENT PERIOD (2)

This may last from 2 weeks to 1 YEAR

Part of normal development
Children are not passive at this stage
They should not feel anxious or under pressure to speak, they are absorbing lots of
information

Only a cause for concern if its prolonged

Need to ask ourselves whether the pupil falls into these categories.
There are 2 areas that we need to consider:
There could be a tendency to assume pupils lack of progress is due to not
having English as First Language OR
There could be a tendency to assume the pupil has learning difficulties just
because they are EAL

Lack of response
are they responding with non-verbal communication?
is the teachers language good / appropriate to pupil?

Problem with listening

again, is the teachers language appropriate / slow enough?
is the content of what the teacher is saying culturally familiar to the child do they
have prior knowledge of the Saxons etc.

Lack of oral expression

is this a new arrival?
is the classroom made safe to speak in?
is difficulties with structures e.g. tenses or word order due to lack of knowledge of
English or reflecting home language

Progress concerns
is this across all curriculum areas?
is it because of different teaching methods e.g. lack of visual support?

Slow Reading Progress

Is this because of a lack of vocabulary?
is it because of an ability to decode but lack of understanding?
is it because there has not been sufficient time to assimilate each stage of reading
before moving ahead?
is reading matter suitable in terms of cultural familiarity / content / difficult language
e.g. idiomatic language?

Writing Difficulties
Is difficulty across writing for different purposes?

ALL THESE NEED EVIDENCE OVER A PERIOD OF TIME!!!

It is possible through first language assessment to find out:

if the child has a social language that is age appropriate
Has expressive speech but obvious language difficulties (LIfton example: parents
able to supply additional info re speech therapy in Poland)
Concerns re Level of academic ability: conceptual development
Is the child an elective mute? (Example: pupil appeared to be, but spoke in Lithuanian
during assessment!)
Whats behind the pupils behaviour?

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This information may be key to inform any decision-making process.
NOTE: For EAL pupils it is important to collect a wide range of evidence and meet the
parents with an interpreter if needed. This should be done at school admission but we
find this is not always the case and key info has come to light at a much later stage!

A lot of practitioners feel frustrated by EAL children not talking. We often hear, He knows
more than he lets on. Often this is just a case of the child going through the Silent Period,
which usually last for several months, but it can last more than year. Clarke (1992) outlines 10
ways to include EAL learners while they are going through their silent period.

Challenges for New Arrivals

1. Learning a new language
2. Difficulty in managing the transition to a new country
3. Feelings of insecurity or trauma due to prior experiences
4. Isolation
5. Separation from one or both parents, general changes in family situation
6. No previous schooling due to a different starting age in their home country
7. Little, no or fractured previous education due to lack of opportunities or
instability in their home country
8. Different style or emphasis of prior education
9. Feeling misunderstood, unvalued or alienated if they cannot see their culture,
language, experiences reflected around the school or in the classroom.
10. Facing racism in or out of school.

Supporting New Arrivals

Ensure effective two-way communication of information via interpreters,

written translation or the Internet

Record cultural and religious information at admission, including customs and

are we sensitive about diet, festivals, worship etc

Check spelling and pronunciation of students names

Reassure parents that use of first language (L1) at home will support their
child's learning

Encourage parents' active participation in school e.g. using bilingual skills for
labels etc. sharing information, culture, skills and artefacts as appropriate

Prepare class for new arrival and support they can give him and select
appropriate buddies

Learn a couple of useful phrases in students L1

FIVE Vs

Valuing first language note- taking / L1 GCSE

Visual support

Vocabulary Key word lists, glossaries

Visiting and Re-visiting (Pace)

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 eValuate what works well? / think of self esteem / racist bullying & name-

calling

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