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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.

The EAL teacher has the important role of understanding the psychology of each individual, their attitude, their adaptation to their new surroundings and how they have managed their transition.

The EAL teacher can take the burden off the class teacher by supporting and encouraging parent participation and communication. The EAL teacher should be seen as an asset and an invaluable resource for the class teacher. The class teacher has larger classes and with the best will in the world it can be difficult to provide sufficient help for the EAL students. 

Beginner students gain confidence in the small EAL groups and will participate actively in lessons whereas they may remain silent in class for fear of getting things wrong in front of their more fluent peers.  They can practice basic and classroom vocabulary to help them get through the day. The more advanced students benefit from more individually tailored lessons to support their language development. 

It is a myth that once students can speak and understand English that they no longer need support, as mentioned in a previous article, if a student is left to cope they may seem to be doing well for a while but after a year or two cracks in their academic writing will start to appear. Continued support with their writing assignments, their editing skills and vocabulary development once they are verbally fluent will help avoid these cracks.

It is important at all stages that the class teacher and the EAL teacher work together as a team to support each individual student.

Some things to discuss are:

  • How can the current topic be supported?
  • What is the vocabulary that needs to be worked  on/pre-taught?
  • What difficulties does this student have in class?
  • Would you prefer pull out or support in class?
  • What is the current text type?
  • Is it possible to review work samples?
  • What areas of grammar/ syntax errors are the most frequent?
  • In what areas has the student improved?

Further learning - Blog

Created: Wed 6th May 2015

This morning my 4-year-old said, "Mummy, there are two languages, child's language and adult language". I asked her what she meant and she explained that when her friend was crying the teacher told her to read her the "owl" book. She then said, "The teacher reads the words but the child changes it." A young child may not be able to read, or retell the story using the actual words but often can retell it in their own words. A bit like a translation, as my daughter illustrated. The key factor is not the actual words, but the story behind the words.

Created: Mon 21st Apr 2014

In schools where English is the language of instruction we welcome new arrivals with limited English and, step by step, they become skilled in speaking English. These young learners have a gift, the gift of bilingualism. A skill that has a profound effect on their lives. This skills may affect their identity, the way they are educated, their employment, the friends they keep, marriage, where they choose to live, travel and how they think. The consequences are significant.

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: