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If you have EAL new arrivals in your school with limited English, you need a scheme of work in English that supports learners with language learning alongside the Curriculum Access you are delivering. This is to ensure young learners are understanding the basics of language needed for success.
Learning can be split into two parts:
The downloadable scheme of work for providing learners with the survival language they need for later success with academic language. They are split into sessions. Often, it takes a huge amount of time to prepare resources to support learners with the survival language alongside the academic language they need to access the demands of the curriculum.
Despite legitimate claims that EAL students devote over half of their time to listening when functioning in English (Nunan, 1998), this is often not reflected in the time that we dedicate to the four main skills in the classroom. In fact, Nation (2009) states that listening is arguably the least understood and most overlooked of the four skills in language teaching.
Lea Forest, my school in Birmingham, has been using the Learning Village for over three years. It has proved a highly effective learning and teaching resource, with the children making strong progress. The Learning Village asked us to pilot its newest feature: the Sentence Analyser!
We were seeking a resource that would help us teach the average 75,000 words needed for the children’s language to flourish and to deepen their morphology skills. We thought the Sentence Analyser may be a useful resource.
Immersion in the new language and regular practice are fundamental aspects of fluency development in second language acquisition and instruction. However, there is much discussion on the benefits of using learners’ first language (L1) in language lessons (Cummings, 2007). This article explores some of the main benefits of incorporating students’ L1 in ESOL instruction as well as some practical ideas for activities that could be used for this purpose.