Writing in English as an Additional Language at Key Stage 2

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Writing in English as an Additional Language at Key Stage 2 17 Percent of EAL and EMT pupils by ethnic group achieving level 4 or above in KS2 English (2003) 100 90 80 70 60 84 63 86 78 72 60 68 68 85 70 77 63 72 66 90 80 80 59 76 67 50 % 4+ EMT % 4+ EAL 40 30 20 10 0 Any other White background Indian Pakistani Bangladeshi Any other Black African Any other Asian Black background background Chinese Any other ethnic group All pupils Figure 2 % of EAL and EMT pupils achieving level 4 or above in KS2 English (2003) Percent of EMT and EAL boys by ethnic group achieving level 4 or above in KS2 English (2003) 100 90 80 70 81 83 74 67 83 67 72 67 86 75 75 70 60 58 54 62 60 57 59 55 62 50 % 4+ EMT % 4+ EAL 40 30 20 10 0 Any other White background Indian Pakistani Bangladeshi Any other Black African Any other Asian Black background background Chinese Any other ethnic group All pupils Figure 3 % of EAL and EMT boys achieving level 4 or above in KS2 English (2003)
Writing in English as an Additional Language at Key Stage 2 18 Percent of EAL and EMT girls achieving level 4 or above in KS2 English (2003) 100 90 80 70 88 89 69 82 77 66 87 75 75 74 82 69 77 73 94 85 85 64 81 72 60 50 % 4+ EMT % 4+ EAL 40 30 20 10 0 Any other White background Indian Pakistani Bangladeshi Any other Black African Any other Asian Black background background Chinese Any other ethnic group All pupils Figure 4 % of EAL and EMT girls achieving level 4 or above in KS2 English (2003) A pattern of under-achievement is visible at Key Stage 1, and after increasing at Key Stage 2 as seen above, is maintained at Key Stage 3 (age around 14 years). At schoolleaving age, only 34.7% of boys of Pakistani background learning EAL pass 5 or more GCSEs at grade C or above, as compared with 46% of boys whose mother tongue is English. The development of English as an additional language is assumed to take place through immersion in mainstream schooling, combined with some specialist assistance at the early stages from Language Support or Language Development teachers. Research in other countries, particularly North America, suggests that it takes between 5 and 7 years for children’s additional language to reach a level comparable with their mother tongue peers (Collier, 1996). By the end of Key Stage 2, therefore, we would expect differences in achievement due to first language to be disappearing, rather than to be widening. While a range of other factors, including socio-economic background, may influence achievement, it is important to consider language issues so that children can be given appropriate support and teaching in the primary school. 1.3 Links to the “Writing in EAL at Key Stage 4 and post-16” project The project was designed to follow an earlier, Ofsted-funded research study of writing by more advanced learners of EAL at Key Stage 4 and post-16 (Cameron, 2003). In that project, the writing of bilingual learners was analysed and compared with writing from first language peers and from higher achieving EAL learners. It was found that some language features were still causing difficulties for bilingual learners, particularly at the levels of genre and phrase.
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Writing in English as an Additional Language at Key Stage 2

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