Strategies

For older pupils (late Year 9, Years 10, 11) a dual approach of immersion and specific language teaching is particularly important for learners without literacy.

• Young people who have never been to school will be unfamiliar with a school and teaching environment. This will compound any culture shock and disorientation they may be experiencing
• Distress and frustration may result from not understanding
• Pupils may miss extended family and friends
• Some children experience emotional trauma when they arrive
• Buddies can be a vital source of support, especially initially
• During the ‘silent period’ pupils actively listen and tune in to the new language
• It is extremely tiring to function all day in an unfamiliar language
• Pupils with EAL benefit from confidence building, as English speaking pupils often dominate the discourse
• Traditional phonics approaches appropriate for monolingual pupils may not be helpful for developing bilinguals. The main focus should be on understanding meaning and noticing phonic patterns in context. The de-contextualised nature of some phonics activities can create confusion

Listening and understanding

• A good listening environment is essential
• Position so that the pupil can see any visual clues easily
• Subject buddies can help EAL learners in the lesson
• Ensure practical involvement in the classroom, collecting books or distributing equipment
• Give as many clues to the context as possible, visual and oral, e.g. key words on board, objects, pictures and maps, written questions.
• Interactive whiteboards are an excellent tool for supporting learners with EAL
• Provide keywords, key phrases, key visuals
• Speak naturally, expressively and clearly. Mime, gesture and body language will help understanding
• Avoid jokes, clichés, and idiomatic expressions. Such use makes new arrivals feel excluded. If use is necessary, ensure explanation
• Check understanding; note that many students will answer ‘Yes’, to ‘Do you understand?’ questions. Rephrase rather than repeat.

Encourage the pupil to admit when he/she has not followed what is happening

Speaking

• Allow for a ‘silent period’
• Encourage, but do not force a spoken response
• Plan opportunities for talk – talk partners/threes should be competent users of English
• Allow time to reflect before expecting a response
• Be clear in questioning – new arrivals will usually find it easier to answer closed questions
• Don’t overcorrect – mistakes are a normal part of learning a language
• Be a good ‘link person,’ i.e. link and lead discussion, summarise and repeat main points. Repeat clearly other pupils’ answers to questions
• Allow the pupil to verbalise before written work is attempted.

Writing

It is vital that talk underpins writing activities

• Use colour coding or boxing to highlight important information or pick out words
• Teach spelling of common high-frequency words. Help students to notice the shape and length of words and pick up important letter combinations
• Always write clearly on board and in workbooks
• Link oral and written forms by writing new vocabulary
• Use alternatives to written recording – tables, flow charts, mind maps, etc.
• Ask the pupil what he/she thinks would be helpful and involve him/her with target setting

Use of first/home language

• Maintenance of the first language is beneficial. Pupils can continue to learn concepts effectively through the first/home language
• Allow written work in the home language if appropriate
• If available, encourage bilingual support in the classroom
• Encourage pupils to make links between their languages
• Ensure parents and carers are made to feel welcome at parents’ evenings etc. using an interpreter if necessary