EAL Strategies

Strategies for Support

For children using English as an Additional Language, the following strategies can be used to support learning across the curriculum:

clear use of English by the teacher when introducing or explaining topics, using key visuals where possible
making the purpose and targets as clear as possible
using key phrases before introducing the specific activity to refocus attention
pre-teaching key vocabulary in different subject areas
using books with a strong visual content
using practical activities, where possible based on everyday experience
using pictures for labelling, matching, sorting and classifying
emphasising speaking and listening
using interactive and collaborative learning approaches wherever possible
encouraging simpler methods of recording work e.g. photographs, charts, maps, flow diagrams and story-boards
grouping refugee children with positive role models for learning and speaking

allowing opportunities for children to work in their language of choice, orally and in writing
providing bilingual dictionaries
using writing frames and scaffolding
Directed Activities Related to Texts (DARTS): e.g. cloze, underlying key words in a text, completing a diagram or answering key questions from a text.
allowing time for children to process and practice the language, ideas and vocabulary they have learned
setting clear targets with the child for the next stages in the development of English
using examples from different languages and cultures in your teaching wherever possible, e.g. exploring different number systems, strategies for providing shelter from around the world, food and music from different cultures
exploring the languages of the classroom and teaching about language and languages
teaching about refugee issues in the classroom, for e.g. in Citizenship, and during Refugee Week.

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Teachers in all departments should be constantly building up their resources to support these approaches. Opportunities for use will need to be included in planning.