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