Page 47 - PSPS: A Training guide

Unit 4 Language Addressing Needs

There are two components to overcoming language barriers that children may
encounter in order to support them to make a meaningful, smooth transition from
preschool to primary school.
Understanding the particular type of support that is needed for the
child and the type of support their parents/family members need.
Developing and implementing a support plan that includes various
stakeholders, so that a network of support is available for the child
and for their parents/family members.

Understanding the particular types of support needed for the child and for the
parents/family to enable less stressful and meaningful transition of the child to
primary school:

In the situation where both a child and parents speak the language of tuition but in a
different way than it is spoken at school, special support is needed to boost the child’s
and parents’ confidence to use the language. This means supporting the child to adopt
grammatically correct phrases and learn the official accent and pronunciation, as well
as new words.

The child also needs peer support and acceptance, so creating a welcoming
environment, with support from other children to understand and celebrate
differences is really important. An open discussion with parents, their active
involvement and understanding of how their child may feel is also needed in order
to support the child’s positive attitude towards starting a new, big school.

Communication with the child’s preschool practitioners can help the primary school
teacher learn and understand the child’s background, likes and dislikes, ways of
connecting with other children and adults, which helps to tailor the support plan that
can start while the child is still in preschool or before the official start of the new
school year in the primary school.

Developing and implementing a support plan that includes various stakeholders, so
that a network of support is available for the child and for their parents/family
members:

In many countries, there are specialist services for children who come from minority or
immigrant families and have difficulties in learning caused by the language barrier. In
some countries, there is provision for individualised development/education plan
(IEPs) for each child in such a situation at preschool level. Cooperation between
preschool practitioners, other professionals who have developed the individualised
education plan, and parents, is essential for primary school teachers. It enables them
to learn and understand both the type of language barrier and the steps already taken,
in order to continue providing support in a way that makes the child feel safe,
comfortable and heard.