EAL
Value the learner's first language
Encourage the use of the learner's first language at school and home
Encourage writing in the learner's first language as well as English
Use peer support from learners with a shared first language - see The Young Interpreter Scheme® (YIS)
Promote the use of first language as a tool for learning e.g. annotating work with words and phrases to transfer knowledge from one language to another
Support language with non-verbal methods of communication
Use a range of media in your lessons e.g. symbols, diagrams, pictures, videos, maps and graphs. LGfL schools can access LGfL Widgit Symbol Portal
Use mime or gestures
Provide non-verbal methods of response such as voting systems or mini whiteboards
Visit this page from the Bell Foundation for more information about visuals.
Focus on key vocabulary
Build bilingual keyword lists, make into word mats or display on walls
Repeat key vocabulary often, support with visual prompt
Use dictionaries / electronic translation tools
Take an inclusive approach
Surround EAL learners by good speakers of English as often as possible
If your school group by ability, group new arrivals in middle to upper level sets
Out of class interventions should be: short term, time limited with a clear language focus such as focusing on vocabulary that is being used in class work
Assessment
Allow new arrivals to settle into the school community before carrying out assessments
Assess in the first language (where possible)
Use an interpreter or translator if possible but this is not essential (see info about translation tools)
Learning Resources
Use abridged texts where possible
Provide translation of learning materials / key texts
Provide individual copies of information electronically or printed; this will enable them to follow at their own pace and will be easier than trying to read from the board
Differentiate
Work should meet the cognitive ability of a learner not their language ability
Provide oral explanation or feedback to support written feedback
Use technology to record and share video or audio feedback (see videos about how to do this)
Work closely with parents and carers
Reassure parents of the benefits of growing up bilingual
Involve parents/carers their children's learning e.g. pre teaching key vocabulary at home
Ensure feedback is accessible to learners and their parents
Further support and resources
EAL e-learning (link):The Hampshire EMTAS EAL E Learning resources available through LGfL is a set of high-quality, cross-phase, interactive online training units based around catering for the needs of EAL learners. This resource is aimed at Governors, Inclusion managers, Teachers and TAs/LSAs. It has particular relevance for NQTs and trainee teachers.
The Young Interpreter Scheme® (YIS) (link): Provides additional support to pupils who are learning English as an Additional Language (EAL), to their families and to schools. Available to schools with an LGfL subscription.
The Bell Foundation (link): The Bell Foundation is a charity which aims to overcome exclusion through language education by working with partners on innovation, research, training and practical interventions.
NALDIC (link): Dating back to 1992, NALDIC (National Association for Language Development in the Curriculum) is the UK’s national subject association for EAL.
Hampshire County Council EMTAS (link): Hampshire's Ethnic Minority and Traveller Achievement Service help schools improve educational outcomes for children and young people from Black, Minority Ethnic (BME) and Traveller heritages, including those learning English as an additional language (EAL)
EAL e-learning
Online training units to support practitioners working with black and minority ethnic (BME) children and those learning English as an Additional Language (EAL)
Young Interpreter Scheme
The Young Interpreter Scheme® (YIS) provides additional support to pupils who are learning English as an Additional Language (EAL), to their families and to schools.