EAL

General Support strategies

• Use context - learning the language through 'seeing it'

• Use visual support - classroom rules, labels around the classroom and whole school but also visuals for learning (see visuals section) - graphic organisers, task plans, writing frames, mind maps, time lines, semantic webs etc - these can help support the conceptual understanding of learning rathet hen just the 'naming'.

• Have a buddy system to help them navigate and develop the 'social language' - you could use visuals to create a script of 'social phrases' Download Example.

• Have white boards to hand so that impromptu pictures can be drawn - for learner, teacher or peer

• Be mindful of your levels of questioning - see Blanks Levels

• Teach and practise using 'active listening'

• Make a dictionary - all of the class can help - sharing and learning vocabulary (in each language), using pictures (Widgit Symbols with Googe Translate). It's a fun way to share words and how to pronounce them which supports the sense of belonging and being included. Also include cultural differences in this sharing of information.

• Along with the dictionary - learn some key words in the young persons primary language. This can support relationship building and promote inclusion. It may also be useful to learn the metalanguage (the words we use to talk about language e.g. word, grammar, sound) - using this shared language learning will support the learning of it (for each language).

• Be explicit when using grammar (the metalanguage could come in useful here) e.g. tenses - point out the differing structure and change in meaning etc.

• Be 'active' in encouraging output from the young person (spoken and written) - set up peer tutoring, collaborative learning, barrier games, drama/role play etc

• Use rehearsal - allow the young person to rehearse responses - this is particularly useful for the above strategy as well as for answering questions in class.

• React positively to mistakes - try to use their language when you can and show that mistakes do get made when learning a new language and that this is part of the learning process.

• Young people can be encouraged to plan and structure their ideas and thoughts in their own language first and then translate it once it is organised.