Hampshire Young Interpreter pack

Report
Using pupil interpreters to
support the emotional
health and wellbeing of
new learners with English
as an Additional
Language (EAL)
As a child you might feel…
emotional
lonely
distressed
isolated
bored
confused
nervous
stressed
scared
As a parent you might feel…
inadequate
emotional
helpless
isolated
agitated
anxious
frustrated
distressed
scared
The Hampshire Young Interpreter
Scheme involves…
•
Training a group of pupils as ‘interpreters’
using the ‘Hampshire Young Interpreter pack’
•
Valuing this group by giving them an official role
and status within the school
•
Through this group, providing additional peer
support to newly arrived EAL learners either
through first language or child friendly English
•
Working with this group to listen and respond to
the needs of pupils, parents and visitors with
EAL on a day to day basis
•
Communicating and celebrating the group’s
work with parents and carers
•
Adding to and extending the buddy system for
new arrivals, NOT replacing it
•
Sending positive messages to all about valuing
bilingualism
Training Young Interpreters
• Guidance pack - differentiated materials
for KS1, KS2 and KS3/4
• Reflecting on own use of languages and
our qualities
• Empathy exercise
• How can a YI help? The qualities of a YI
• Role-plays
Examples of role-plays
KS1
KS3/4
A new child has started in your class. You In a design & technology lesson: a new
see them on their own at playtime. What student who speaks the same language
could you do?
as you doesn’t understand the safety
rules in the workshop. The teacher asks
you to help.
KS2
You are working with a child who cannot
read in English so you are asked to read
them a story. How can you help them to
understand what you are saying?
What questions would you ask the
student / the teacher? What
language/vocabulary would you need?
What will be the outcome if you do your
job successfully? Is there anything else
you can do to help the student as well as
interpreting?
Benefits
•
•
•
•
•
•
Helps pupils to develop empathy towards the challenges and difficulties of being a
new arrival
Supports school staff at different points through the school day (teachers, teaching
assistants, office staff, lunchtime staff)
Reassures parents/carers
New arrivals have more extensive, focussed peer support in addition to buddies
Pupil interpreters use their bilingual skills and develop further communication
strategies to clarify, explain and ‘interpret’ for new entrants through either first
language or child –friendly English
This initiative can be used by pupils as young as six years old right through to
those attending 6th Form colleges.
The varied role of Young Interpreters
• Supporting new arrivals on the playground and introducing
them to other children.
• Checking new arrivals are settling into the school and
monitoring how they are feeling on a regular basis. Feeding
back to key staff.
• Showing visitors around the school, particularly families
with EAL.
• Supporting EAL learners in the classroom in a variety of
ways (being good language role models / rephrasing
instructions / explaining in first language or child friendly
English).
• Communicating with children/ parents/ carers who are new
to English to support school staff.
• Welcoming parents at parents’ evenings. Older children
may be involved in presenting information bilingually /
interpreting for parents.
•Helping a child new to English to communicate a problem
/difficulty
Ofsted Comments November 2010
• Those pupils who act as 'Young Interpreters' make an outstanding
contribution to enabling those pupils speaking little English and
their parents or carers, take a full part in all school activities.
• The whole school is rightly proud of the fact that it became the first
infant school in the United Kingdom to train pupils as 'Young
Interpreters', a strategy which has been outstandingly successful.
• Good planning promotes early language and literacy skills well, with
all adults taking every opportunity to engage children in
conversation. Where their command of English is not secure, the
'Young Interpreters' usually provide excellent support.
• We are greatly impressed by how well you learn to be independent
and how good you are at taking on responsibility including as
school councillors, lunch time helpers and 'Young Interpreters'.
The Guidance Materials
• A book containing guidance to select
students together with lesson plans and
resources for training Young Interpreters
• A DVD with video clips showing training
and interviews
• A half-termly newsletter
• A Moodle account

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