STAGES OF ENGLISH WHERE THE FORM OF ENGLISH SPOKEN IS DIFFERENT FROM UK ENGLISH
Pupils speak English as their first language but speak a different form of English from that spoken in the UK. Pupils might originate from USA, from Nigeria, Zimbabwe, from Australia, etc.
Stage 1. New to UK English
Attempts to communicate with peers and adults. Has difficulty communicating basic information and expressing requests and needs. Joins in activities with other peers but may not speak. Cannot follow classroom instruction easily. Uses non-verbal gestures and actions to indicate meaning when speaking. Cannot follow extended speech and becomes confused by idiomatic and colloquial forms of language. Often misconstrues basic ideas and concepts when explained because of a different cultural experience and background. Finds Anglo-Centric texts and examples used across subject areas difficult to grasp.
Stage 2. Becoming Familiar with UK English
Growing confidence with everyday commands and instructions. Is becoming familiar with school and class routines and can communicate basic needs. Is beginning to produce chunks of social language to interact with peers. Is beginning to adopt UK form of pronunciation for individual words but still has difficulties with rhythm, stress and intonation when speaking at length. Continues to have difficulties comprehending written English. Growing vocabulary and beginning to sort out small details, e.g. use of pronouns, prepositions phrasal verbs. Is aware of the English UK tense system in terms of understanding but this might not be reflected in their speech and writing.
Stage 3. Becoming Confident as a user of UK English
Shows confidence in using English across a number of social situations. Can communicate basic needs and requests without confusion. Can continue a conversation with peers taking short turns as a speaker. Can respond appropriately to classroom instruction. Growing command of the grammatical system of UK English as reflected in written and spoken English. Uses a range of verbs, nouns, adjectives and adverbs appropriately for description, narrative, explanation, questioning and instruction. Has difficulty adopting and using a range of styles for discourse and when writing. Can read texts at a literal level but has difficulty interpreting a range of texts at an inferential level especially where texts are Anglo-centric. Can talk at length when subjects are familiar but has more difficulty speaking at length when faced with unfamiliar subjects.
Stage 4. A 'Fluent' user of UK English in most social and learning contexts
Is comfortable when speaking and listening to UK English in social and academic situations and contexts. Very rarely misinterprets social and academic speech. Is aware of linguistic differences between UK English and other forms of English. Can adjust their form of speech according to circumstances and the people with whom they are speaking. Can write using different styles according to purpose and audience. Might have difficulties interpreting texts that draw on particular Anglo-Centric circumstances, traditions, humour and history.