How do primary schools support EAL pupils?

Here are some suggestions: Give EAL learners thinking time (as they need to process what they hear and what they say). Speak/read aloud clearly, making sure EAL learners can see the teacher/teaching assistant’s face, and avoid idiomatic language (e.g. “this should be a doddle”) that may be hard to understand.

How do you teach EAL learners?

EAL Teaching Methods & Classroom Tips

1. Use visual learning.
2. Sit them near the front.
3. More group work.
4. Adapt your teaching style.
5. Let them use their first language.
6. Allow preparation before each lesson.
7. Don’t force them to talk.
8. Learn about their name and their culture.

Who are EAL learners?

English as an additional language (EAL) refers to learners whose first language is not English. The learner may already be fluent in several other languages or dialects, which is why the term English as a second language (ESL or E2L) is inappropriate and should not be used in inspection reports.

How do you differentiate EAL learners?

Differentiation for EAL/D learners

1. providing more time and input to build field knowledge.
2. providing visual or bilingual supports.
3. breaking tasks into smaller sections.
4. giving explicit instruction on English language features.
5. providing models to support learning.
6. arranging opportunities for practice and feedback.

How does EAL affect learning?

Pupils with English as an Additional Language (EAL) make more progress in all three subjects. This represents “catching up” with other pupils, who tend to have higher prior attainment levels at Key Stage 1. The biggest difference is in reading, with smaller differences in writing and maths.

What is an EAL child?

A learner of English as an additional language (EAL) is a pupil whose first language is other than English. If a child acquires English subsequent to early development then English is not their first language no matter how proficient in it they become.

What is scaffolding for EAL learners?

Scaffolding is important for EAL learners as it enables them to move from dependent to independent learning, as emphasised by NALDIC (1999). They gradually take over more of a task until they can do it without the expert’s support.

How can we help EAL children in the classroom?

6 Tips for teaching EAL pupils

1. Give them vocabulary. Teaching vocabulary enables students to be more successful at school, whether it’s for a classroom activity, a homework assignment or the subject in general.
2. Give them tools.
3. Give them strategies.
4. Give them time.
5. Give them credit.
6. Give them praise.

How would you support a child with EAL?

5 Tips to support children with EAL

1. Visual aids. The use of visual aids and widgets are highly recommended in communicating with EAL children.
2. Parental support. Parents are key in developing communication with children.
3. Cut down language.
4. Learning through play.
5. Lots of praise.

How do EAL children communicate?

What are scaffolding activities?

Scaffolding is breaking up the learning into chunks and providing a tool, or structure, with each chunk. When scaffolding reading, for example, you might preview the text and discuss key vocabulary, or chunk the text and then read and discuss as you go. Simply put, scaffolding is what you do first with kids.

What does it mean to be an EAL learner?

The term EAL is used to describe a diverse group of pupils for whom English is an additional language. The government’s definition of an EAL learner includes anyone who has been exposed to a language other than English during early childhood “and continues to be exposed to this language in the home or the community”.

When to start EAL assessment in primary school?

So it is key to establish a real understanding of the learner’s competencies and abilities through assessment. Observation and informal assessment can be carried out from day one, but any formal testing of the pupil’s English should be postponed for two to three weeks.

Do you need specific strategies to teach EAL?

Specific teaching strategies and resources are therefore necessary to make the language of the curriculum accessible to learners who use EAL. EAL pedagogy is underpinned by the following principles:

Do you have to report on EAL in schools?

Although the Department for Education (DfE) recently withdrew the requirement for schools to report on the English language proficiency of their EAL learners, The Bell Foundation highly recommends that schools continue to assess learners with EAL in order to achieve the best outcomes, even if they are not required to report on it.