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. ...Show more