Download resource

Please enter your details to download this resource
Login
 

Enter your details to access this video

Or if you already have an account login to watch the video (if you don't you can register here).
Login

For those of us who are EAL teachers in school, selecting our language learning outcomes is only one consideration in our planning. Our students attend our lessons primarily to be able to access the language they are facing in their mainstream classes. This means that we need to be very clear about our context, and about what vocabulary and language structures are relevant to that context.

Take, for example, a Maths lesson in which the students are studying geometry and doing problems related to shape. The vocabulary required includes words such as bisect, centimetre and circumference and the names of shapes such as equilateral triangle. These words are all part of the academic language needed to succeed, but they don’t usually appear in a language classroom at low levels. If we use a contextual approach, we can integrate the content learning with the language learning. This is called CLIL (content and language integrated learning). We can create two different learning outcomes for the lesson, as seen in the resource accompanying this article.

Example of a CLIL lesson

First, I would teach how a prefix gives meaning to a word. For example: cent means 100; we have 100 cents in a Dollar or Euro and a century is 100 years. Likewise, bi = two, and we have two wheels on a bicycle; tri means three, and so on. Once they understand these prefixes, I refer to the Maths vocabulary and ask the students to apply the principle to a specific context to show that they understand what words like centimetre, bisect and circumference might mean. This involves decoding and problem-solving.

The second example you can find in the resource is from a Social Science lesson and integrates the topic of water conservation with listening and writing skills. The final activity consolidates both the curriculum and language learning and can be differentiated to suit individual learners. The key to successful CLIL teaching is ensuring that as teachers, we know exactly what we want to teach in terms of both the subject content and the language structure. Programmes such as the Learning Village enable us to do this more effectively.

Further learning - Blog

Computer and AI illustration
Created: Fri 20th Dec 2024

AI technology can offer adult learners of English or multilingual families a supportive, fun and engaging environment in which to learn and practise their English. Schools can play an instrumental role in guiding those families through this process and therefore home-school collaboration is always encouraged. Let’s look at four different ideas for school staff to encourage their multilingual families to engage in an enjoyable language learning experience through AI. 

Learners in the classroom
Created: Sat 19th May 2018

Studies have found that learning a skill yourself, and then applying it, not only brings immense personal satisfaction (among other valuable benefits), but also leads to greater achievement. It’s an important part of an enquiry-based curriculum.

Personal satisfaction can be achieved through learning that is personalised and by promoting a growth mindset. Carol Dweck, professor of psychology at Stanford University, explains simply how achievement and success can be perceived:

SEND learners reading
Created: Fri 31st Jan 2025

Reading opens up endless possibilities for learning, growth and development. However, for some learners, including those with SEND, barriers can make reading more challenging. Fortunately, by employing a range of strategies tailored to each learner's individual needs, you can support reading developing for all.

Tip or Idea: Empower learners to choose reading material that interests and engages them. Graphic novels can be a strong motivator for even the most reluctant readers. Combining visuals with text helps make reading more accessible and enjoyable.