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Crosse-Prelims .qxd 9/21/2007 7:42 PM Page i

Introducing English as an
Additional Language to
Young Children
Crosse-Prelims .qxd 9/21/2007 7:42 PM Page ii
Crosse-Prelims .qxd 9/21/2007 7:42 PM Page iii

Introducing English as an
Additional Language to
Young Children

A Practical Handbook

Kay Crosse

Paul Chapman
Publishing
Crosse-Prelims .qxd 9/21/2007 7:42 PM Page iv

© Kay Crosse 2007

First published 2007

Apart from any fair dealing for the purposes of research or

private study, or criticism or review, as permitted under the
Copyright, Designs and Patents Act, 1988, this publication
may be reproduced, stored or transmitted in any form, or by
any means, only with the prior permission in writing of the
publishers, or in the case of reprographic reproduction, in
accordance with the terms of licences issued by the Copyright
Licensing Agency. Enquiries concerning reproduction ouside
those terms should be sent to the publishers.

Paul Chapman Publishing

A SAGE Publications Ltd
1 Oliver’s Yard
55 City Road
London EC1Y 1SP

SAGE Publications Inc.

2455 Teller Road
Thousand Oaks, California 91320

SAGE Publications India Pvt Ltd

B 1/I 1 Mohan Cooperative Industrial Area
Mathura Road, New Delhi 110 044
India

SAGE Publications Asia-Pacific Pte Ltd

33 Pekin Street #02-01
Far East Square
Singapore 048763

Library of Congress Control Number: 2007927738

British Library Cataloguing in Publication Data

A catalogue record for this book is available from the British Library

ISBN 978-1-4129-3610-1
ISBN 978-1-4129-3611-8 (pbk)

Typeset by C&M Digitals (P) Ltd, Chennai, India

Printed in Great Britain by The Cromwell Press, Trowbridge, Wiltshire
Printed on paper from sustainable resources
Crosse-Prelims .qxd 9/21/2007 7:42 PM Page v

This book is dedicated with love to Charlotte who continues to sustain my interest in
language development through our many memorable and utterly enjoyable conversa-
tions and the countless stories that we share together.

And a woman who held a babe against her bosom said, Speak to us of Children.

And he said:

Your children are not your children.

They are the sons and daughters of Life’s longing for itself.

They come through you but not from you,

And though they are with you yet they belong not to you.

The Prophet, Kahlil Gibran

(The above extract is from The Prophet originally published by William Heinemann Ltd.)

v
Crosse-Prelims .qxd 9/21/2007 7:42 PM Page vi
Crosse-Prelims .qxd 9/21/2007 7:42 PM Page vii

Contents

About the Author ix

Topic web x

Introduction 1

1 Foundations of language learning 5

2 Capturing the interest of children 20

3 Getting started! 31

4 Planning for success 45

5 A curriculum for the early years 57

6 Practical activities for personal, social and emotional development 73

7 Practical activities for communication, language and literacy 88

8 Practical activities for problem solving, reasoning and numeracy 107

9 Practical activities for knowledge and understanding of the world 124

10 Practical activities for physical development 142

11 Practical activities for creative development 155

Resources 168

References 172

Index 175

vii
Crosse-Prelims .qxd 9/21/2007 7:42 PM Page viii
Crosse-Prelims .qxd 9/21/2007 7:42 PM Page ix

About the Author

Kay Crosse qualified as a teacher in 1967 and currently works as a supply teacher in
Reception and Foundation Stage classes. She lectured in Early Years education and took
on other management responsibilities at Norland College over a period of 21 years, in
the last 5 years as Principal of the College. Currently Kay works as an Early Years consul-
tant both in the UK and Japan. She was appointed by the Open University and the
National Day Nursery Association as a mentor to graduates undertaking the Early Years
Professional Status qualifications. She is a Lecturer for the Open University on Early
Years courses leading to the award of a Foundation Degree. She was appointed by the
National Children’s Bureau to work with Early Years professionals in using the Parents
and Early Years Learning (PEAL) materials to support parents and their children’s learn-
ing. She is in involved in writing courses to support training in Early Years education,
literacy and numeracy and schema development for young children.

ix
 Crosse-Prelims .qxd

Topic web : Use this chart to plan additional activities connected with an area of learning or a specific theme
Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11
Personal, social, Communication, Problem solving, Knowledge and Physical Creative
9/21/2007

emotional language and reasoning and understanding development development

development literacy numeracy of the world
7:42 PM

About me My family When’s my birthday? Best foot forward! Let’s celebrate! ‘A busy, busy, week’ All my own work!
My day at nursery What’s the weather like Where’s my nursery? Look what I can do Welcome!
My home today? Keeping warm
See what I can do
Page x

Feelings Keeping safe

Colour People who help us When’s my birthday? Dizzy dinosaurs Keeping warm Five of the best All my own work!
Keeping safe Best foot forward! Toot, toot Mix it up!
Who lives in this house? Working together
Let’s investigate

Creative activities All about me When’s my birthday? Dizzy dinosaurs Growing sunflowers A busy, busy week All my own work!
People who help us Seasons Who lives in this house? Flutter by, butterfly Five of the best Trip, trap. Trip, trap
‘Room on the broom’ Minibeasts Spiders Let’s explore Welcome! Mix it up!
Action rhymes Let’s celebrate! Look what I can do Working together
Keeping warm Let’s investigate!

ICT Keeping safe My favourite story 1, 2, 3 – What’s in that Minibeasts ‘A busy, busy week’ All my own work!
tree? Spiders
Three Billy Goats Gruff My favourite weather
Let’s celebrate!

Mathematical Keeping safe When’s my birthday? Goldilocks’s picnic Flutter by, butterfly ‘A busy, busy week’ Mix it up!
language Seasons 1, 2, 3 – What’s in that
Action rhymes tree? Three Billy Goats
Traditional nursery tales Gruff Busy bikes
Dizzy dinosaurs
Best foot forward!
Who lives in this house?
 Crosse-Prelims .qxd

Topic web (Continued)

Measures See what I can do My favourite story Busy Bikes Growing sunflowers Toot, toot Mix it up!
9/21/2007

Action rhymes Best foot forward!

Traditional nursery rhymes

Movement See what I can do Days of the week Flippity flop! My favourite weather Penguins Trip, trap. Trip, trap
My favourite story Busy bikes ‘A busy, busy week’
7:42 PM

Action rhymes Let’s explore

Look what I can do
Toot, toot
My nursery My day at nursery Busy Bikes Where’s my nursery? Toot, toot Welcome!
Page xi

Keeping safe

Natural world Keeping safe What’s the weather like today? 1, 2, 3 – What’s in that tree? Growing sunflowers Penguins All my own work!
Flutter by, butterfly Five of the best Let’s investigate!
Minibeasts Let’s explore
Spiders
My favourite weather
Where’s my nursery?
Keeping warm
Number All about me Days of the week Goldilocks’s picnic Flutter by, butterfly Toot, toot Trip, trap. Trip, trap
My home When’s my birthday? 1, 2, 3 – What’s in that tree? Minibeasts
Seasons Busy bikes Let’s celebrate
My favourite story Dizzy dinosaurs
Best foot forward!
Flippity flop!
Positional language People who help us When’s my birthday? Three Billy Goats Gruff Minibeasts Five of the best Mix it up!
My family Dizzy dinosaurs Spiders
Best foot forward!
Goldilocks’s picnic
Who lives in this house?
Rhyming activities All about me ‘Room on the broom’ Dizzy dinosaurs Spiders Penguins Trip, trap. Trip, trap
My favourite story Flippity flop! My favourite weather ‘A busy, busy week’ Working together
Toot, toot

(Continued)
 Crosse-Prelims .qxd

Topic web (Continued)

Recording My family Seasons 1, 2, 3 – What’s in that tree? Growing sunflowers Five of the best Welcome!
9/21/2007

information Feelings Dizzy dinosaurs Flutter by, butterfly

Keeping safe Minibeasts
7:42 PM

Role play My home ‘Room on the broom’ Goldilocks’s picnic Flutter by, butterfly Let’s explore Welcome!
People who help us Traditional nursery tales Best foot forward! Let’s celebrate Toot, toot
Keeping safe Where’s my nursery?
Page xii

Sequencing My day at nursery Days of the week Goldilocks’s picnic Growing sunflowers ‘A busy, busy week’ Trip, trap. Trip, trap
When’s my birthday? Three Billy Goats Gruff Minibeasts
Seasons Flutter by, butterfly
‘Room on the broom’
My favourite story
Traditional nursery tales

Shape and pattern My home When’s my birthday Goldilocks’s picnic Flutter by, butterfly Five of the best All my own work!
What’s the weather like today? Three Billy Goats Gruff Welcome!
Seasons Dizzy dinosaurs Working together
Best foot forward!
Who lives in this house?

Stories and rhymes All about me Days of the week Goldilocks’s picnic Flutter by, butterfly Let’s explore Trip, trap. Trip, trap
My family What’s the weather like today? Three Billy Goats Gruff Spiders Look what I can do My favourite weather
See what I can do ‘Room on the broom’ Best foot forward! My favourite weather Welcome!
Feelings My favourite story Dizzy dinosaurs Keeping warm
People who help us Action rhymes Who lives in this house?
Traditional nursery tales
Crosse-3617-Introduction.qxd 9/21/2007 9:40 AM Page 1

Introduction

This book is for all early years practitioners working with young children in nursery
schools, pre-schools and day nurseries together with childminders and nannies working
as home-based child carers. The focus of the book is to offer activities and guidance for
practitioners working with children learning English as an additional language.
However, the approach described and the practical activities included will work well
with all children who need support to improve their confidence and language skills. The
development and use of communication and language are at the heart of all children’s
learning and the way in which young children are able to experience and become
involved in stories, rhymes, music, poetry and language will affect their progress and
enjoyment in all areas of the early years curriculum. This is an exciting time to be work-
ing in the early years. Practitioners are keen to develop their skills and knowledge and
to gain higher levels of qualifications such as an Early Childhood degree, a Foundation
degree or the Early Years Professional status. The higher the qualification of the adult
working with young children, the better quality of teaching they are likely to have.

The survey carried out in 2005 by the National Centre for Languages, ‘Positively Pluringual’,
reminds us of the linguistic, educational and intellectual resources that children and their
families using community languages bring to early years settings. The survey reflects the
current situation:

Our society is changing, and our need for good communication across cultures has never been
greater. The UK has a major linguistic asset in its multicultural population which, if developed
wisely and inclusively alongside English and other languages, has the potential to benefit soci-
ety as a whole as well as improving the life chances of individual children. (2005: 4)

Many children are multilingual and are learning two or three languages including
English with different members of their families and may also use a different language
in religious contexts.

In September 2005 the Times Educational Supplement published an article by Carline

Roberts indicating that there were around 700,000 children in the United Kingdom who
had a language other than English as their first language – this was more than 10 per cent
of the school population. In the same article references were made to the paucity of train-
ing and support for teachers who have the responsibility of supporting children learning
English as an additional language.

1
Crosse-3617-Introduction.qxd 9/21/2007 9:40 AM Page 2

INTRODUCING ENGLISH AS AN ADDITIONAL LANGUAGE TO YOUNG CHILDREN

Children who are learning English as an additional language come from a wide variety
of backgrounds including:

■ children born in Britain but who do not start to learn English until they start
at an early years setting or formal schooling

■ children who are brought up bilingually and are learning English as well as
their first or home language

■ children who are newly arrived in England and are fluent in their home or first
language and may have a knowledge of English as a foreign language

■ children who are new arrivals and are fluent in their home or first language and
have a little knowledge of some everyday English

■ children who are new arrivals and have no previous experience of English and
have very basic literacy skills in their home or first language.

The work that is carried out in early years settings, to welcome children and their fam-
ilies and to promote their home language and culture while building English language
skills, will influence attitudes to education for a lifetime. Central to this book are
issues of equality, diversity and inclusion. Where there is effective, inclusive practice
children who are new to the English language as well as children with disabilities or
with additional learning needs are able to access the early years curriculum and reach
their full potential. Children from minority religious, ethnic and cultural groups can
contribute a wealth of experiences and knowledge to benefit all the children attend-
ing the setting.

The introduction of the Every Child Matters agenda sets out the framework for profes-
sional staff working in a wide range of services for children to come together to work in
ways that reduce disadvantage and enable all children to benefit from their early years
care and education. The five key aspects of Every Child Matters will be central to the
Early Years Foundation Stage due to be implemented in 2008.

The Childcare Act 2006 takes forward the key commitments from the 10-year Childcare
Strategy published in 2004 and places on local authorities and their partners the
responsibility to improve the outcomes for all children up to age 5 and to reduce
inequalities within the Every Child Matters framework. The Childcare Act 2006 also
provides the underpinning legislation for the single framework of the Early Years
Foundation Stage which supports practitioners in developing children’s care, learning
and development from birth to the end of the school Reception year. The Early Years
Foundation Stage brings together the Birth to Three Matters framework, the Curriculum
Guidance for the Foundation Stage and the National Standards for under-8s’ day care and
childminding. This single framework is planned to be a statutory requirement in 2008.
However, many settings have made the decision to implement the new framework
before this date.

2
Crosse-3617-Introduction.qxd 9/21/2007 9:40 AM Page 3

INTRODUCTION

The book is organised into two parts. The first provides underpinning knowledge that
enables the practitioner to understand ways in which their knowledge of child development
will enable them to plan effectively to meet the individual needs of children. Practitioners
who know why they do what they do and who can articulate this effectively can successfully
explain the importance of play and first-hand experiences for children who are developing
their language skills. Where play is central to language learning, children are able to learn
their new language in a context which is meaningful to them. As they develop their role play
there is a purpose in trying out their new language skills and a delight in being able to com-
municate successfully with an increasing number of children and adults in their setting. The
context is the key to progress and this book offers a range of contexts for children to learn,
practise and consolidate their language skills. The importance of promoting personal, emo-
tional and social development is discussed together with ways in which this affects all other
areas of development. The first part of the book, Chapters 1 to 5, identifies ways in which
children can learn best in a nurturing environment together with the importance of the prac-
titioner developing their reflective skills and taking part in other professional development
activity.

The second part of the book, Chapters 6 to 11, is organised using the six areas of learn-
ing forming the Early Years Foundation Stage curriculum. Each of the areas of learning
has suggested practical activities which will promote language learning, together with
the way in which the activity can be organised and the resources which are necessary.
Although this is a helpful way of organising the activities, it is important to remember
that each of the activities will promote many areas of development and be relevant to
more than one curriculum area of learning. A topic web (pp. x–xii) is included for prac-
titioners to cross-reference each of the activities and to know where further ideas are
available to develop one particular theme such as counting or to further develop a par-
ticular skill such as promoting ICT skills.

The two parts of the book are interrelated as effective practitioners use their knowledge
and understanding to underpin their practice. This approach is based on the Froebel prin-
ciple of closely linking theory and practice. It mirrors the approach used in this book
where the starting point is what children already know and then staff build on this
knowledge in ways that children can make connections in their learning and progress
with confidence and, in so doing, raise their self-esteem. This is particularly important for
children who are learning English as an additional language and who may be adjusting
to living in a different country and attending an early years setting for the first time. Each
of the activities in the second part contains information about how to carry out the activ-
ity together with ways of extending this activity. Ideally the activities are carried out with
a small group of children, but not necessarily only with children new to English. The
activities are those which will form part of the early years curriculum for all children but
there is benefit from having a special language focus and of being aware of the needs of
a particular group of children. Each of the activities may well need to be undertaken over
a sustained period of time and should not be viewed as a one-hour or one session’s activ-
ity. Children need to time to develop their play and consolidate their skills, to reflect on
their experiences and become autonomous learners. Sometimes they want to change or

3
Crosse-3617-Introduction.qxd 9/21/2007 9:40 AM Page 4

INTRODUCING ENGLISH AS AN ADDITIONAL LANGUAGE TO YOUNG CHILDREN

add to their previous work and skilled practitioners are able to adjust their planning to
accommodate the children’s ideas and perhaps head off into new directions for learning.
Practitioners are always able to learn and continue their professional development if time
is taken to observe and listen to the children. This is part of what makes working with
young children so exciting and enjoyable!

4
Crosse-Ch-01.qxd 9/21/2007 9:40 AM Page 5

CHAPTER

Foundations of language
1 learning

This chapter considers the following aspects of children starting to learn English as an additional
language:

Language, culture and learning

Child development

Foundations for oral language skills

Working with parents to provide consistency and security for young children

Support for parents

Building relationships

The role of the adult in supporting children’s language learning

Using the child’s first language in school and at home

An overview of the Early Years Foundation Stage curriculum.

Language, culture and learning

Many early years settings now welcome children and families from different cultures
who use languages other than English. Young children who are starting to learn English
as an additional language may also be attending a nursery school, pre-school, day
nursery or childminder perhaps for the first time. They will bring with them many skills
and experiences from their home culture and will be both anxious and excited about
their new situation. A good foundation for learning English as an additional language
is embedded in quality early years practice. Good early years practice is based on the
following principles:

■ Equality of opportunity which enables all children to reach their full potential.

■ Valuing play as an enjoyable and challenging activity.

■ Emphasising and building on what children can do rather than what they
cannot do.

■ An understanding of child development leading to appropriate activities for

children.

5
Crosse-Ch-01.qxd 9/21/2007 9:40 AM Page 6

INTRODUCING ENGLISH AS AN ADDITIONAL LANGUAGE TO YOUNG CHILDREN

■ Giving priority to personal, social and emotional development.

■ Encouraging children to become independent, autonomous learners.

■ Learning based on first-hand experiences which is then evaluated.

■ Effective record-keeping and assessment identifying what children learn and

how they learn.

■ Highly qualified staff working in partnership with parents and carers.

■ Staff who are reflective and analytical practitioners.

The ways in which children learn best through play and first-hand experiences are also
the most appropriate ways for them to become either bilingual or multilingual. The
nature of bilingualism for young children can be very varied. It can be an additional lan-
guage used by them at nursery while they use their first language with their parents,
grandparents and within their local community. In some families each parent may have
a different language and the child is learning these languages from birth and then
English at school. Some of these children may be newly arrived in England. Children
are skilled at switching between languages and can become proficient and accom-
plished bilingual or multilingual speakers. For this to happen, however, they need to be
supported in their first language and culture, and to be helped to settle happily into
their new environment. Children as young as two can quickly learn which language is
used in which circumstance and can switch from one language to another. Their
progress in each language can initially be slower as they grapple with different vocabu-
lary and sentence structures but their language development catches up with their
monolingual peers by the age of five or six. Children who are bilingual seem to have
more awareness of how language works and an increased sensitivity to language use.
They listen carefully and use the full range of communication methods to make them-
selves understood and also to understand. Younger children are less inhibited than
older children and once they feel comfortable in their new surroundings they will join
in wholeheartedly with activities, contributing in as many ways as possible and eventu-
ally joining in and developing their language skills.

An appreciation of the diverse experiences and cultures that the children bring with them
into the nursery can be through music, art and dance as well as stories, rhymes and
poems. These provide a rich treasure chest on which new English language skills can be
built as well as a huge amount of resource material which can be shared with all mem-
bers of the class – children and staff. As children increase their English language skills,
they become more confident in sharing aspects of their home culture, learning about
their new culture and gradually finding it easier to join in with all of the play and activ-
ities associated with the English Early Years Foundation Stage curriculum.

Providing support for children

There are now many ways of supporting children in early years settings, through staff
employed as bilingual teaching assistants, bilingual nursery nurses and teachers who

6
Crosse-Ch-01.qxd 9/21/2007 9:40 AM Page 7

1■ FOUNDATIONS OF LANGUAGE LEARNING

may be based in one particular setting or travel to several settings during one week sharing
their expertise with more children and families. They act as interpreters as well as sup-
porting the children’s ‘settling in period’ and the classroom activities. In many localities
there are specific services that can also support staff and children. The first priority of all
staff working in bilingual settings is to help the child and the child’s family feel wel-
come and at ease in their new environment. It is helpful if staff know some of the
important words from the child’s first language and some of the customs of their first
culture. This knowledge helps staff to understand more about the child and to smooth
the way for the child becoming part of the peer group. By valuing the home language
and culture, first language skills are developed properly and, in time, the additional
language is also developed. Think about how children gain their first language through
listening to parents and other children, by joining in songs during routine daily events,
by repetition of enjoyable and fun rhymes and sharing stories. This is the ideal way to
learn an additional language.

Marie enjoyed the times when her father read her the book I won’t bite by Rod
Campbell, translated by Haan Associates. They had borrowed the English/Somali
dual language version from the local library. Marie particularly enjoyed the sen-
sory aspects of this touch and feel book, stroking the mouse’s ear, the rabbit’s
fluffy tail and the chimp’s furry chest! She pretended to be very scared and hid
behind her hands at the end of the book when she saw the enormous teeth of the
crocodile. She soon learnt the much repeated phrase ‘I won’t bite’ in both Somali
and English.

Developing a sense of belonging

All children need to grow up knowing that they belong. A sense of belonging provides a way
of constructing identity and of knowing who you are and where you belong. Children can
feel a sense of belonging to their immediate and extended family, to their community and
to their nursery setting. Their sense of culture can be strengthened through contact with all
these groups. Children are more likely to feel a sense of belonging when the language they
use and the customs they and their family observe are respected.

Child development
When adults working with young children have a thorough understanding of all
aspects of child development, they are able to plan activities effectively, which
promote the all-round development of young children. Play is at the heart of young
children’s learning and offers a wealth of opportunities for emerging bilingual
children to develop both first and additional language skills. Although each aspect
of development – physical development, cognitive and language development,

7
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