Primary Support Suggestions

Bilingual story books

It is very useful to allow children to listen to a story in their mother tongue first before hearing the same story in English. There are examples of bilingual books with audio on the primary learning resources page and you can also get traditional stories in different languages on YouTube, e.g. Cinderella in Polish.

Older learners may be able to access popular novels in their first language as books such as the Harry Potter series were widely translated.

Audio books

Professionally read audio books can also help learners understand English texts. You can buy audio books online or access free resources from Stirling Council libraries.

P1-3 resource for New to English pupils

Big Bear Banter is a language programme developed by Highland Council. The format is for regular, 20 minute language sessions which can also include English speaking peers who need language support or as good language role models. This resource can be viewed below.

Big Bear Banter P1-3 language programme.docx

Labelling

Teachers should not rely on text-only labelling in English for resources, timetables etc. These should be accompanied by a picture whenever possible (this would also benefit a wide range of pupils with additional support needs). For pupils who are literate in their home language, adding the text in their language to the label demonstrates a willingness to be inclusive.

Many schools have access to Boardmaker to produce pictorial resources. This also allows dual language labelling of resources without the need to use translation websites or software. There are examples of school and classroom labelling resources in the A Right to Speak symbols pack on the Communication Friendly Schools site.

Using pupils’ first language in class

Some pupils who are literate in their own language find access to translation aids on a tablet or computer helps them communicate in class and to understand lesson content. They should be allowed access to a tablet, computer or smartphone for this purpose if it would be helpful. Home language encyclopaedia websites can allow pupils to get some advance knowledge of topics to be studied in class. Good quality Wikipedia articles, for example, will be available in different languages. Another option is to use the “Simple English” language option, which uses the 1,000 most common and basic words in English, simple grammar and shorter sentences. This is often a more appropriate resource for most primary pupils.

Text to Speech

EAL pupils who require reading support, but who would be able to understand the text if read aloud to them, should have access to Text to speech apps. Information about text to speech apps for Chromebook, iPad, Windows and Android devices can be found on our Assistive Technology website.

Alternative computer / tablet keyboards

Schools should be aware that layout of computer keyboards varies by country, e.g. the top line of a keyboard in France is AZERTYUIOP rather than the QWERTYUIOP layout used in the U.K. Pupils may also have difficulties reproducing accents above and below letters in their home languages (e.g. ç, é, ñ, or ü). It may also not be possible for pupils to type in their own language where different alphabets/scripts are used: examples include Urdu, Greek, Bulgarian, Russian, Chinese and Arabic. On screen keyboards for different languages are often available in device settings, on websites or as online downloads. These may be easier for a pupil to use than a UK keyboard.

Alternative evidence

Schools should use a variety of means of gaining evidence of pupil work and progress, including audio recording, video and still photography. EAL pupils understanding of oral language and their speech capability may be more advanced than their reading and writing ability, therefore schools must not rely on written evidence alone. Please visit our Assistive Technology website for ideas or ask ASN Outreach for advice.

Flexible Timetabling

Consider flexibility in timetabling so the EAL pupil can join classes where he/she will be exposed to talking/listening experiences. Interactive learning with good role models is most effective in language acquisition. Although an EAL pupil should be enrolled in an age appropriate year group, it may be acceptable to join other year groups occasionally to access good talking/listening activities. It is often a good idea to encourage older EAL learners to ‘help’ in more junior classes. This takes the pressure off the pupil whilst exposing him/her to opportunities which extend knowledge of language in a stress-free environment.

Buddy and Peer Support

Provide ‘buddies’ who will be prepared to, and are able to, assist with building knowledge of English. In-class buddies can help with understanding of routines and support work being done.

Within classes, teachers should encourage peers to empathise with EAL pupils and appreciate the value of bilingualism. Pupils themselves can make suggestions of ways in which they can support language acquisition in and out of the classroom. EAL pupils should always be placed beside good role models who will be willing to assist with interpretation of instructions and information as well as model what is expected in tasks. Assisting EAL pupils is not a burden to peers. It often provides the opportunity to clarify their own thought when asked to assist with explanations.

Grouping

It is always wise initially to include EAL pupils in groups with more able children. This usually means they are exposed to good role model language and behaviour. Although the pupil may not be able to contribute much in terms of oral input, they will be given the opportunity to internalise vocabulary and grammatical structures from articulate English speakers.

Wordlists/walls

These should be provided for EAL pupils to support learning in class. The lists need not be bilingual. Clear articulation of words should be modelled and practised. It is acceptable to correct pronunciation in a sensitive manner. Topic based vocabulary lists should be provided and clearly displayed in class. Bilingual dictionaries should be used when necessary – either paper or online.

Common Words with audio and sentences

To help learners read and pronounce and understand common words, you can use this set of Powerpoint based resources with audio buttons.

Each PowerPoint file contains 10 common words (based on the Dolch list) and covers common words from 1 to 220. There are 2 versions

Word only with a listening button to hear the word read aloud
Words shown in a sentence with Boardmaker pictures and listening buttons.

You can access these resources here.

Vocabulary Extension

ALL teachers must be aware of the need to extend knowledge of English vocabulary at all times. Pupil should take part in talking/listening activities whenever possible and should be included in interactive learning situations to expose him/her to social, as well as academic, language. Comprehension of even basic vocabulary should never be assumed. It is helpful to provide an EAL pupil with a jotter in which to record new vocabulary. So many new words/phrases will be encountered every day that it is impossible to remember them all. Recording them in a dictionary type jotter helps.

Forward Planning

EAL pupils should be given the opportunity to forward plan. If the pupil has an idea what is planned for the next lesson and provided with wordlists, particularly in topic work, he/she has the opportunity to research vocabulary. This makes it much easier to access learning in class.

Language Use

Teachers should use consistent language for giving instructions. It is wise to avoid idiomatic language and anecdotes.

Differentiation

Differentiation is essential to enable EAL pupils to access classwork – the pupil probably has all age-appropriate concepts, it is only the language which is the barrier to learning. Teachers should differentiate lessons as appropriate and provide visual supports whenever possible. Tasks need not necessarily be simplified, only the language content reduced and simplified. If the pupil has had the opportunity to forward plan and has access to vocabulary lists it should be possible to identify key aspects of tasks which can be attempted by the EAL pupil. Allow the pupil to identify unknown vocabulary in worksheets at the beginning of tasks.

Visuals

Include visual support whenever possible to support learning; pictures, diagrams, flow charts etc. may all be appropriate. Use of signs and symbols are also very useful to enhance learning.

Dictionaries and translation apps

Allow access to bilingual dictionary, or translation apps such as Google Translate, when possible, in class. Microsoft Lens allows you to take a photograph of a document or a page in a book and uses text recognition technology to read the text aloud in English or it can be translated automatically to the learner's first language.

It is important for secondary pupils to become competent users of paper dictionaries so that they are able to benefit from their availability in exams.

SFL/SLA Support

Provide SLA support in class if possible to assist with comprehension of information/instructions and if possible and necessary include pupil in appropriate SFL groups to address English language needs. For further information see pages 7 and 8.

Resources

Appropriate resources should be provided which address particular learning needs in terms of learning English. A file of work, or appropriate English grammar book, is very useful. Many SFL resources can be adapted to support the needs of EAL pupils, although this should not be used as a substitute to class lesson participation. See the Primary Learning Resources page for more ideas.

Support with Reading

Include the EAL pupil in Shared/Paired reading with partner who will be sensitive to EAL needs.

Always check comprehension of texts; decoding skills often exceed comprehension skills. Use open or multiple choice questions rather than simply saying “do you understand” as many pupils will answer “yes” regardless. EAL pupils should be given opportunities to clarify unknown vocabulary and language structures before attempting to complete tasks.

Talking/Listening Activities

Participation in class/group discussion is always good. Group sessions are essential to extend knowledge of vocabulary, but they also extend knowledge of question/sentence structures and provide the opportunity to listen to clear articulation of the English sound system. EAL pupils should be encouraged to contribute to discussions, even in a small way, in an attempt to build confidence. This can be done by giving pupils multiple choice questions or through modelling by other pupils to give the bilingual pupils the English words he or she needs to express his or her point.

Time Out

Learning through, and listening to, an additional language can be exhausting. It is therefore wise to give EAL pupils, particularly beginners, an opportunity for ‘time out’ when he/she can access materials in his/her own language or simply have a rest from English. These can be accessed on line and also some resources are available from ASN Outreach.

Clubs/Groups

Find out what EAL pupils are interested in and support participation in clubs/groups as interaction with peers is the most effective way in which to acquire English.

This is by no means an exhaustive list. Any activity which encourages acquisition of language and promotes learning is beneficial to EAL pupils. Teachers should be innovative and creative and allow themselves to think flexibly as Curriculum for Excellence allows.