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Author: Anita Bamberger, EAL specialist

The lack of a common language between children can be frustrating so we often assign buddies who have a common language to help our learners. Someone who speaks the same language can help the new student feel less alienated by speaking the same language and recounting what is being said and explaining what is happening. Students are often used as interpreters in schools. However, as with any translation, it can result in unintentionally misinterpretation.

Interpreting is a difficult skill. Although they find it easy to interpret for classroom language, they understandably often struggle to translate academic content that demands more complex concepts and subject specific vocabulary.

How can we help our young interpreters?
Firstly, they need some guidance. Perhaps you have a learning mentor, EAL or class teacher or school council leader who will take on the responsibility of training those buddies who are often translating.

When selecting an interpreter, consider that they will need a good short term memory to remember what was just said as well as a good long term memory to put the information given into context.

Here’s a guide for a young interpreter:
(Available to download for free by clicking on the green button)

  1. Try to be as accurate as possible, keep the meaning of what is said
  2. Try to concentrate and stay focused.
  3. Stand next to the speaker.
  4. Make eye contact with the speaker and listen carefully.
  5. Remember important facts and make notes of important points.
  6. Break up sentences into bite size pieces.
  7. Speak clearly and slowly.
  8. Be neutral, do not get emotionally involved.
  9. Be sensitive to the student's personality and needs.
  10. If you don't know a word then try to find out a different way of saying it or explain the meaning.
  11. Don't be afraid to say if you don't understand something, it is better than saying the wrong thing!
  12. Ask them to repeat if you are not sure of something.
  13. Prepare ahead if you are going to interpret something special, if it's a new topic in class you may need the vocabulary sheet from the teacher to prepare any new or difficult words and expressions.
  14. Always do your best.
  15. Keep up your language skills by watching films, reading and having conversations…. remember to make a note of new and challenging words!

Further learning - Blog

Created: Thu 5th Jun 2014

Everyone is talking about differentiation for EAL in whole class teaching, but how do we actually approach it consistently and effectively?

At Across Cultures we have been developing some systematic ways of approaching this in a structured, yet flexible format. In the downloadable plan you'll see a framework to support EAL teachers with planning for content learning alongside language learning. The plan is based about the theme of sea pollution and provides a writing frame for a persuasive text.

This lesson follow a particular format:

Created: Wed 11th May 2016

In the last edition, we considered the importance of not using a Whole Language approach in isolation as a primary method of literacy instruction, but rather ensuring that a systematic, skills-based approach is used to guarantee reading and writing progression for second language learners. This begs the question, which systematic approach should we use? The two systematic methods adopted by most practitioners for first language learners are the Analytical or Analytic Phonics approach or the Synthetic Phonics approach.

Created: Sat 30th May 2015

In previous articles we discussed the need for learners to obtain Basic Interpersonal Communication Skills (BICS). These skills need to be the initial focus of learning alongside curriculum content in the early days. Class teachers are required to make significant adjustments to their programme of learning which is not an easy task, especially for those teachers who are new to teaching foreign languages.