English as an Additional Language Policy    June 2026

 

EAL Policy                           

 

Introductory Statement:

The purpose of this policy is to provide guidelines to school staff on the delivery of English as an Additional Language (EAL) in St Joseph’s Convent NS. This policy will provide a basis of consistency and quality while allowing for flexibility in the delivery of EAL service. The aim of our EAL policy is to ensure that pupils develop the competence to use English confidently as a means of learning across the range of curriculum areas. St Joseph’s Convent NS acknowledges the right of children to communicate and socialise in the language of their home.

Given that the number of pupils requiring EAL support has increased year on year, it has become necessary to revise our EAL policy regularly to address the increasing needs of our pupils.

 

Rationale:

In St Joseph’s Convent NS, we have a significant number of children who speak languages other than English and come from diverse cultural backgrounds. We recognise that the presence of these children in our classrooms enhances our teaching and learning experiences.

The variety and diversity of the languages that the children bring to the classroom and to our school is respected and celebrated. The EAL service enables the students whose primary language or language of the home is other than English, to develop their individual potential and integrate fully in an inclusive school. This accords with the Department of Education’s Wellbeing Policy Statement and framework for Practice (2019) which emphasises “the need for children to experience a sense of belonging and to feel safe, connected and supported in school”.

 

Aims and Objectives:

In St Joseph’s Convent NS, we are committed to providing appropriate provision of teaching and resources for pupils for whom English is an additional language. This policy aims to raise awareness and to support planning, organisation, teaching and assessment procedures and the use of resources and strategies to meet the needs of pupils who have English as an additional language (EAL), therefore raising pupils’ achievement and aspirations.

 

We aim to:

  • integrate EAL pupils as quickly as possible into all mainstream learning and activities within the school
  • provide our EAL pupils with a safe, welcoming, nurturing environment where they are accepted, valued and encouraged to participate
  • identify individual EAL learner’s needs, respond to them and recognise skills already required.
  • develop pupils’ confidence and self-esteem and encourage creativity.
  • develop whole school staff expertise to ensure that all EAL pupils attain levels of achievement appropriate to their intellectual abilities.
  • strive towards children’s progress in English in both BICS and CALP through the integration of EAL programmes with the Primary language curriculum and the new Primary curriculum.
  • be proactive in removing barriers that stand in the way of our EAL pupils’ learning and success.
  • meet our responsibilities to EAL pupils by ensuring equal access to the curriculum and the achievement of their educational potential.
  • develop monitoring, evaluating and review systems.
  • promote effective home school links and increase parental involvement in school activities.

 

Organization of teachers:

Mainstream class teachers and any additional language support teachers in the school have a role in progressing the language learning needs of children for whom English is an Additional Language (EAL).

In St. Joseph’s Convent NS, EAL teachers work as part of the EAL Support Team and in close collaboration with the class teacher. They provide support and reinforcement to the pupil’s language learning through a mixture of in class support and withdrawal groups based on the needs of the school.

When timetabling, priority will be given to those children with the lowest English language proficiency. If children are being withdrawn for language support every effort will be made to match children to a peer group of similar age and level of language proficiency.

 

Roles and Responsibilites:

This policy is coordinated by the EAL coordinator in consultation with the principal and the staff. Collaboration between all school staff is essential for fostering an inclusive learning environment that supports EAL learners.

  • Every effort will be made to help pupils settle socially and gain confidence into their new class and environment
  • A “buddy” will be appointed to help all new pupils to settle in and experience friendships in their new school environment.
  • Teachers will ensure that the newly arrived pupil, at the early stages of learning English sits near the front of the class so that they have immediate accessibility to the class teacher’s facial gestures and body language and interactive technology.
  • At the early stages of learning English, the child is seated between good language role models (not necessarily the buddies) so that they are listening to good examples of spoken language structures
  • Respect the pupil’s silent period in which he or she will be observing and listening to others. Remember that active listening is an integral part of learning.
  • The class teacher and EAL Teacher will ensure that newly arrived pupils can understand basic functional survival language (eg, toilet, sit quietly, lunchtime, line up, I feel sick, I need a drink). They will teach useful words and phrases (enabling language) and the routines of the classroom, in order for them to interact and communicate with their peer group.

 

  • Instructions should be simple and clear, repeating, rephrasing and demonstrating
  • Teachers will use language structures that are repetitive.
  • The pupils will be supported to understand the various norms of behaviour both in the classroom and on the yard.

Role of the EAL Teacher:

“In collaboration with parents and mainstream class teachers, EAL support teachers identify pupils requiring additional language support, assess pupils’ proficiency in English using the assessment materials, devise appropriate language programmes, deliver the programmes and record and monitor pupils’ progress. They share their expertise with mainstream class teachers and assist in developing and disseminating good practice to support the development of students’ English language proficiency.” Circular 0015/2009.

 

The primary responsibility of the EAL support teacher is to promote the pupil’s development of English language proficiency so that they can gradually gain access to the curriculum. The support teacher’s role is not to teach the curriculum – this remains the role of the mainstream teacher.

The introduction of non-English speaking pupils into the class is a challenge. It requires cooperation between the EAL support teacher, the mainstream teacher, the principal and the parents of the pupils.

In collaboration with parents and the mainstream class teacher, the EAL teacher:

 

  • Identifies pupils requiring additional language support.
  • Assesses the pupil’s proficiency in English using the assessment tasks from the Primary School Assessment Kit (PSAK) and supplementary teacher-designed tasks/assessments.
  • Devises an appropriate language programme (either in class or withdrawal) using a thematic approach based on the thirteen themes from the “Up and Away” programme.
  • Collaborates with the class teacher to set relevant and achievable targets.
  • Records and monitors the pupil’s progress.

 

Role of the class teacher:

The class teacher has primary responsibility for the education of all pupils in their classes. Accordingly, they should ensure that they prepare their lessons carefully to address the diverse language needs within the classroom. Consideration should be given to pupils’ language needs in support of their overall classroom participation (BICS) as well as the need to appropriately structure learning experiences to support pupils’ understanding of curriculum concepts (CALP).

 

Assessment of EAL learners:

 

  • The parents will be surveyed and, if need be, interviewed with regard to the languages of communication used in their family and community. An identification of the dominant or frequent use of another language other than English means that this child will be identified as having EAL needs.
  • The class teacher will, over the first month of school term pay particular attention to the child – to make a formal and informal assessment of the child’s English language capabilities and competencies.
  • A draft list will be presented to the EAL Co-ordinator and the Principal, who will in turn make further formal and informal assessments before the child is identified as having EAL needs.
  • The EAL teacher will administer a selection of assessments from the Up and Away programme and teacher-designed tasks to ascertain the pupil’s level of proficiency.
  • Following assessment, the CEFR framework enables teachers to set targets to support the pupil to move to the next level of language proficiency and to enable them to access the curriculum more effectively.

 

Maintenance and support for home language:

By using and maintaining the home language, children and young people can better access and understand academic content appropriate to their age and stage of development in the second language. Maintaining the home language also serves to recognise and support the child’s identity and sense of self, which are important contributors to overall wellbeing. Children sharing their language is an important part of integrating them into all lesson activities. This will not only validate their home language, but it will also motivate them to participate and engage in classroom activities and conversations.

Details of Programme:

The EAL support teachers will plan activities according to the EAL plan based on topics from the Up and Away programme for pupils in Junior Infants, Senior Infants and First Class.

In St Joseph’s Convent NS, the first two years for the majority of children occur when they are in Junior Infants and Senior Infants.

Due to the large volume of pupils in Junior Infants and Senior Infants requiring EAL support, the EAL teacher will plan activities collaboratively with the class teachers in line with the themes outlined as part of the Language Development programme and the EAL programme will be delivered via in-class support and withdrawal of small groups.

In accordance with Circular 15/2009, pupils who meet the criteria for EAL will receive support for his/her first two years in the Irish school system. After a pupil has received two years of EAL support, additional support may be provided. This level of support is dependent on the availability of staff in the school and an annual evaluation of all the needs across the school.

The thirteen themes from the Up and Away Programme provide the basis for the content and delivery of the English Language support programme for pupils who have English as an additional language: These themes outlined by Integrate Ireland Learning and Training (IILT) are closely linked and integrated with the mainstream curriculum in many subject areas such as English, SESE, SPHE, Mathematics,  as well as being of particular importance in basic communication and socialisation(up and away p36-56)

 

 

 

 

Themes from the Up and Away Programme:

 
1.     Myself

2.     Our school

3.     Food and clothes

4.     Colours shapes and opposites

5.     People who help us

6.     Weather

7.     Transport and travel

8.     Seasons, holidays and festivals

9.     The local and wider community

10. Time

11. People and places in other areas

12. Animals and plants

13. Caring for my locality

 

 

 

 

 

Yearly Outline of Themes:

Sept Oct Nov Dec Jan Feb Mar Apr May Jun

 
Myself

Feelings

 School

Autumn

Halloween

 

 Food

Clothes

 Winter

Colours

Shapes

Christmas

 Transport

Travel

Opposites

Prepositions

 

 Weather

People

Who help us

The House

 Spring

Plants/

Animals

Easter

 Local wider

Community

Time

Sports/

hobbies

 People and places in other areas

pets

 Caring for my locality

Summer

Toys/

Games

 

 

 

 

 

 

 

 

 

 

 

 

BICS/CALP:

 

Teaching and learning of EAL learners involve mainstream teachers and support teachers

supporting children and young people to develop two particular forms of language:

Basic Interpersonal Communication Skills (BICS).

Children and young people learning English as an additional language best acquire language for everyday social interactions through immersion in the language of the school and of the wider environment (Circular 0011/2024). It is important that all pupils receive well-planned opportunities to develop these English language skills in mainstream classrooms with peers in a scaffolded, immersive environment.

Cognitive Academic Language Proficiency (CALP) refers to those language skills and abilities needed in order to understand and express curriculum concepts and ideas. These skills require appropriately tailored and responsive teaching and learning strategies.

Research shows that it takes 5 to 7 years for a pupil new to English to have a Cognitive Academic Language Proficiency (CALP) allowing them to fully access learning in English, Basic Interpersonal Communication (BICS) is much faster to acquire usually around 2 years but this can mask underlying gaps and proficiency,

 

Programme Planning:

  • Identifying EAL learners.
  • Aiding the ‘settling down’ period.
  • Collaboration between class teacher and EAL support teacher.
  • Initial assessment (Primary School Assessment Kit–Initial interview) assessment for new pupils and teacher designed tasks)
  • Devising a specific language programme for individual pupils/groups.
  • Delivering language programme.
  • End of year assessment/progress assessment (Primary School Assessment Kit)

 

Recording and monitoring of pupil’s progress:

The language support teacher will record and monitor pupils progress by:

  • Initial assessment (Primary School Assessment Kit-Initial interview assessment for new pupils and teacher designed tasks)
  • Teacher observations
  • Teacher questioning
  • Pupils work samples
  • Meeting with class teacher to discuss progress both in the language support class and in the mainstream class.
  • The children will be assessed regularly throughout their language support (i.e. after each theme or topic).
  • The EAL pupils will be assessed using the (PSAK). Junior Infants and Senior Infants will be assessed in Listening and Speaking. First Class will be assessed in speaking, listening, reading and writing,

 

 

 

 

 

 

  • Each EAL pupil will have a specific profile showing their targets and progress. An individual file for each pupil will be maintained to include all assessments scoring sheets and pupil assessment profiles.
  • European Language Portfolio (ELP) can be used to support children whose mother tongue is not English as they meet the challenge of learning English in order to participate fully in mainstream education. It is a recommended portfolio for use in EAL sessions, completed by the child. The (ELP) is intended for pupils from first class upwards as it involves the use of basic literacy skills
  • There are three levels of proficiency which are set out in the table below

 

Level 1: A1 Breakthrough Level 2: A2 Waystage Level 3: B1 Threshold

 
Very poor comprehension of English and very limited spoken English Understands some English and can speak English sufficiently well for basic communication Have competent communication skills in English

 

The English Language Proficiency Benchmarks describe three levels of communicative language proficiency: A1 – Breakthrough; A2 – Waystage; A3 – Threshold. These levels correspond to the first three, of six, levels of the CEFR (IILT, 2006: 36).

They define what a pupil should be able to do in terms of vocabulary control; grammatical accuracy; phonological and orthographic control.

Pupils’ expected learning is divided into receptive skills (listening and reading) and productive skills (spoken interaction, spoken production and writing).

 

 

Silent(nonverbal) period:

During the early stages of language learning or language acquisition some children may go through a silent period. They may not talk but they still can communicate e.g. physically turning to each other to attract attention, bringing, holding objects to show comprehension, or using facial expression. A silent phase is common in language learning and does not necessarily indicate a learning problem. It is at this stage of language learning that children should be allowed to code-switch (use words or parts of sentences in the language(s) of the home). Good development in any second language (English/Irish) in the classroom normally involves code-switching as learners.

  

 

 

 

 

Resources:

  • Up and Away programme by IILT
  • Primary School Assessment Kit
  • Toolkit for diversity
  • Oide EAL padlet
  • Dual language books
  • Photos
  • Visual timetables/ flashcards/puppets
  • ICT/Digital Tools
  • Songs/chants/rhymes/traditional stories
  • Primary language curriculum
  • New primary maths curriculum
  • This list is not prescriptive or exhaustive and teachers may use additional resources for the planning and delivery of this programme.

 

Standardised testing:

In reference to Circular 0138 / 2006: “Pupils may be excluded from the test if in the view of the school principal they have learning or physical disability which would prevent them from attempting the test, or in the case of newcomer pupils, where their level of English is such that attempting such a test would be inappropriate.”

It is generally accepted that pupils who have not reached level A1.3 of the language proficiency benchmarks may not be tested with standardised tests

 

Whole school measures to ensure successful integration of EAL pupils:

 

At St Joseph’s National school all children are valued equally.

 

The school ensures:

 

  • The delivery of an intercultural education to all pupils which is cross curricular and which permeates the ethos of the school
  • The provision of books that give a world view from a variety of perspectives that portray characters from different ethnic backgrounds, there are a number of dual language books in our library.
  • The affirmation of the languages and cultures which our eal pupils bring with them
  • The awareness of children’s national days e.g.; Ramadan/Chinese New Year
  • Development of intercultural activities. Inviting parents /children to talk to the classes about their cultures, music dances, songs, foods etc
  • Inviting parents to partake in coffee mornings where they can exchange ideas and experiences
  • Parent/toddler group for parents and children to socialise
  • In school English classes
  • Where feasible provide a translation service for parents

 

 

Young Interpreters:

 

  • Our Young Interpreters are a team of children who support their peers with language learning. Informally, newly-arrived children are paired with children in their class who speak the same language and act as a guide and friend for their first few days, explaining routines and helping them find their feet. Many children remember their first few days and are keen to help out new children.
  • Older children are matched with children in the younger classes who speak their language, over a longer period of time. The children meet together and spend time getting to know one another, talking about their experience at school, sharing stories and developing vocabulary in their home language and in English too. The Young Interpreters team meet with EAL teachers to share ideas and identify any issues and play an important role in language promotion across the school.

 

Reference Section:

 

  • Circular 15/2009 Meeting the needs of pupils learning English as an Additional Language, DES
  • Intercultural Education in the Primary School, Guidelines for schools, NCCA, 2005
  • Primary School Assessment Kit, DES, 2007
  • Toolkit for Diversity in the Primary School, 2007
  • Up and Away, IILT, 2006
  • Intercultural Guidelines for Schools, INTO
  • Circular 138/2006 Supporting Assessment in the Primary School, DES
  • Circular 0011/2024
  • Meeting Additional Language Needs: Whole School and Classroom approaches for Inclusive language learning: Inspectors report February 2024

 

Success Criteria

  • Pupils gradually gain access to the curriculum by becoming more proficient in English as an additional language.
  • Pupils are enabled to grow in confidence. secure in their knowledge of the social norms of the school community, which is inclusive and intercultural.
  • Pupils progress in their level of language proficiency in listening, speaking, reading and writing of the English language as per the Primary School Assessment Kit.

Ratification:

This policy has been discussed and accepted unanimously at a Management meeting on 29th June 2026

 

EAL Policy 2026