Long-term planning for language use and literacy should use official curricula, such as the Early Years Foundation Stage in England, as its launching pad, and there is no need for other laborious documentation. Schemes of work and long-term commitment to set repeated topics are more likely to stifle creativity than be a useful structure for planning. The long-term aim for teachers is to encourage children to build her or his language in their own unique way and leave the Foundation Stage excited and enthusiastic about their learning. Long-term planning for language can be enhanced by an agreed list of core books and rhymes. This will provide a store of high-quality texts that children will get to know well during their time in setting. These texts can be developed with double language copies and big books, with story snacks, story props and puppets to extend children's experiences. Core books and their props provide a strong basis for all children to develop confidence in their language through the visual support. Clear illustrations and repetitive texts are particularly supportive for bilingual children and even for multilingual children. Tower Hamlets Primary School teachers should use various strategies to provide a nurturing environment. Sensitive grouping of children can ensure that there is a supportive friend who will model language for the bilingual children to copy. Their friend can also guide them through the various social and cultural situations that they may find puzzling. Teachers can ensure that bilingual children are placed in a position so that they can hear clearly, can observe any accompanying gestures and can always see any book illustrations or visual material that is supporting the...
This essay stresses that all children have an entitlement to benefit from the Early Years Foundation Stage, and context is a key factor in helping bilingual children learns sufficient English to enable them to do so. Scaffolding language provides a supportive structure for them. First-hand experiences provide the context and the motivation for children to learn the language in a way that is meaningful to them. They gain in confidence and make their first tentative steps in English. Their first words are added to by staff who provide a rich commentary on the children’s play and learning activities.
This report makes a conclusion that it is pertinent to note that all young children have considerable adjustment to make when they first encounter formal schooling. The observations of this report have indicated that teachers involved depicted a rapid adjustment to school. Although variations were apparent from one teacher to another. overall. teachers‘ ratings of the children tended to favor the bilingual group. The teachers themselves had to adjust to working within the framework of the research design but nevertheless. their observations support the practicability of a bilingual curriculum. Consideration should be given to the structure of curriculum experience for bilingual pupils. Particularly with regard to the probable interaction between languages in the children's experience. Perceptions of bilingual education varies considerably among staff in schools. The government also should support teachers by establishing systems in schools that will favor bilingual children.