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Pre-teaching helps learners to enter a lesson feeling confident, independent and ready to shine! It can be used to promote curiosity before a lesson, expose learners to new, unfamiliar vocabulary or concepts and/or allow them to tackle tasks at their own pace before working in a larger group setting.
Tip or Idea: Ensuring learners are confident with key vocabulary before they encounter it in a lesson or piece of text can reduce barriers to learning and improve levels of comprehension. Pre-teaching can be delivered in a variety of ways from individual interventions, small group sessions or set home-learning tasks.
Free resource to help you with this activity: Our Plant and Animal Cells Flashcards can be used to pre-learn specific vocabulary to support and scaffold learning in science lessons.
Effective assessment for learning (AfL) is ‘informed feedback to pupils about their work’ (Shaw, 1998). As Broadfoot et al (1999) discuss, there are five key ways in which we can enhance learning by assessment. These steps can be universally applied to all learning and all learners, and thus address the learning needs of EAL learners in physical and virtual classrooms. They are:
Although Inclusion is a central theme of UK policy, there are limited directives on EAL provision in mainstream classes (Costley 2014) This can have implications for international environments too, which model their practice on the UK or have UK trained teachers. Policy has significant implications for teachers who may be underprepared to support EAL pupils.
It is often easier for learners who are new to English to cope with the arithmetic areas of the mathematics curriculum, rather than with problem-solving activities, as the former require the use of less English. It is important that children learning EAL are familiar with and able to use mathematical language to achieve their potential in all areas of the subject.