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Initiatives include cooperative multilingual signage, welcome assemblies, translation letters for key school spaces, and an enhanced admissions and induction process with first-language reassurance and staggered starts when needed. A centrally managed Language of the Term and language club build peer teaching, confidence and classroom motivation.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/from-over-coming-language-barriers-to-celebrating-global-community-anew-perspective-on-multilingual-schooling/194941/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/from-over-coming-language-barriers-to-celebrating-global-community-anew-perspective-on-multilingual-schooling/194941.png","ImageObject",442,249,{"name":88,"@type":89},"wps_ap_test_251126_0180","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-07","2026-09-03",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",9,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"What was the main objective of the case study?","Question",{"text":109,"@type":110},"To build a global community school by valuing pupils’ first languages, creating bridges between home and school, and improving parental engagement, attendance, and academic outcomes.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"What key actions were implemented first to support new families?",{"text":114,"@type":110},"The school employed an EAL specialist teacher and collaborated with families to develop multilingual signage, shared an assembly to welcome new arrivals, and sent translation letters home for key locations.",{"name":116,"@type":107,"acceptedAnswer":117},"How did the “Language of the Term” and language club work, and what impact did they have?",{"text":118,"@type":110},"Pupils who spoke a given first language taught classmates a few words weekly, then returned to class and completed a bingo game to earn a trophy and choose the next language. The approach increased pride, confidence, motivation, and broader interest in classmates’ languages and cultures.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},194941,1791158278,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":136,"language":137,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":138,"faqs":139,"seo_title":140,"seo_description":61,"update_tm":141,"read_time":76},8796095027276,"https://avatar.qwps.com/avatar/d3BzX2FwX3Rlc3RfMjUxMTI2XzAxODA=","| Framework for Case Study: |  |\n| --- | --- |\n| Case Study Title: From 'over-coming language barriers' to celebrating global community. Anew perspective on multilingual schooling. |  |\n| Author(s): Sally Roberts |  |\n| “Red Dot”:\u003Cbr>EAL\u003Cbr>Community |  |\n| Summary\u003Cbr>Celebrating languages and cultures to improve community, parental engagement, attendance and academic achievement for all: An everyday ethos, cooperative multilingual signage, International Day, Language Homework, and first languages in the curriculum. |  |\n| 1. | INTENT: 250 words\u003Cbr>Background / overview / history to date (Information on the learning audience, institution etc. which provides a context for the project)\u003Cbr>What was the aim / objective involved in the case study-what was the outcome the school wanted to achieve?\u003Cbr>Was this in reaction to an issue or request? How did this come about?\u003Cbr>What did they hope to achieve / aims? |\n\n|  | INTENT:\u003Cbr>This inner-city school in Nottingham had around 70% of children with English as an Additional Language and very high mobility. The school had experienced a number of changes of leadership and was in need of an improvement in relationships with the local community. In 2017 the headteacher decided to invest in building a global community school, putting resources into valuing first languages in order to build bridges between home and school with the intention of engaging parents in their children's education. It was hoped that this would contribute to improved attendance and better academic outcomes for children. |\n| --- | --- |\n| 2. | IMPLEMENTATION: 300 words\u003Cbr>What did this look like in the classroom/ context with the children?\u003Cbr>What was the timeline? i.e. when did this happen, over what time period\u003Cbr>Include views of teaching staff / support staff / pupils\u003Cbr>What is it they did with the hub? How did this work in school-typical day / session What went well?\u003Cbr>What did this add to what the school can do / offer? |\n|  | IMPLEMENTATION:\u003Cbr>An EAL specialist teacher was employed with experience of working with families newly arrived in the UK.\u003Cbr>One of the earliest initiatives was to develop multilingual signage for the school in collaboration with families. An assembly was shared with children to explain that the school wanted to make new families feel welcome. We sent letters home with words for translation like 'hall' and 'reception', collected the returned letters and collated the results. Posters were drafted and parents were asked to check them at a social event, before final copies were printed and carefully mounted, displayed and celebrated over social media.\u003Cbr>The admissions and induction process was improved to include adaptations for families new to the English education system, setting expectations regarding attendance, punctuality, homework, uniform and payments etc. In addition, a member of EAL teaching staff made an initial academic assessment, including very simple elements of first language to reassure parents and enable anomalies in progress to be addressed. This also meant that teachers could be suitably prepared for their new arrival's first day and where necessary, a staggered start was introduced for children not accustomed to full days in school. Parents are encouraged at this point to maintain first languages in the home, to ensure a high quality of language input and concept development. A centrally managed version of 'Language of the Term' was introduced, which enabled children who spoke a given first language to teach two children from each class a few words each week, They returned to their class to teach them and finally competed in a game of bingo to earn a trophy for their class and choose the next language. This club was so popular that the children drove developments which involved themed school dinners, crafts and parent visits. First language speakers became school celebrities and their growth in confidence was palpable.\u003Cbr>As teachers began to see the engagement and mo","cbCaiclcO6JKYt2S","https://ap.wps.com/l/cbCaiclcO6JKYt2S","pdf",1558221,8,"English","# INTENT\n## Background / aim\n# IMPLEMENTATION\n## Multilingual signage and translation letters\n## Admissions and induction adaptations\n## Language of the Term and language club\n# IMPACT\n## Outcomes for children, families and attendance\n## Next steps","[{\"question\":\"What was the main objective of the case study?\",\"answer\":\"To build a global community school by valuing pupils’ first languages, creating bridges between home and school, and improving parental engagement, attendance, and academic outcomes.\"},{\"question\":\"What key actions were implemented first to support new families?\",\"answer\":\"The school employed an EAL specialist teacher and collaborated with families to develop multilingual signage, shared an assembly to welcome new arrivals, and sent translation letters home for key locations.\"},{\"question\":\"How did the “Language of the Term” and language club work, and what impact did they have?\",\"answer\":\"Pupils who spoke a given first language taught classmates a few words weekly, then returned to class and completed a bingo game to earn a trophy and choose the next language. The approach increased pride, confidence, motivation, and broader interest in classmates’ languages and cultures.\"}]","From 'over-coming language barriers' to celebrating global community - Anew perspective on multilingual schooling | PDF",1788444018]