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Learners having difficulty with receptive language or following directions may need support with learning propositions.
Tip or Idea: Ask your learner to draw or make an imaginary scene by following instructions e.g. Draw a house at the bottom of your page/Draw a sunshine above the house/Draw a tree next to the house. Extend this further: Can your learner tell you what to draw? Can they make a crazy or funny picture? Can they make a scene with physical objects?
Learning Village resource: Preposition of place flashcards - matching for meaning - read the description and see if the learner can match to the correct picture.
An EAL teacher is a professional specialising in working with learners for whom English is an additional language, such as refugees, asylum seekers or children of migrant families.
Chances are, if you’ve been teaching English for a while, you’ve provided plenty of feedback to your learners on the accuracy of their writing. Prior to undertaking action research on this practice, it was evident from my observations of colleagues that there were multiple approaches and attitudes towards written corrective feedback.
Teresa has worked at St John’s C of E for over 2 years. She differentiates for all ability levels but, up to now, she has never had to consider the needs of a child new to English in her class. Teresa admitted to initially feeling a little anxious, however, after seeking advice, referring to the new arrivals procedures at the school, working closely with her teaching assistant, Rumena Aktar, and giving a lot of careful thought to her planning, Teresa put the following in place:
Before arrival: