EK/MF EAL/BBC 11-01

J ust let me get used to some English before you expect me to speak.

I have a lot of knowledge in another language but it could be Russian or Urdu.

Speak slowly and clearly. Give me a little time to work out what you are saying.

Please use pictures so that I can understand.

Please don’t speak loudly: that won’t help me.

Look at me when you speak.

Continue speaking even when I don't give you an answer.

EAL EAL English as an Additional English as an Additional

LanguageLanguage

Learning EnglishLearning EnglishLearning about EnglishLearning about English

Learning through EnglishLearning through English

WHAT IS EAL?WHAT IS EAL?

It is about learning and facilitating learning It is about learning and facilitating learning for pupils whose first language is not for pupils whose first language is not English.English.

It involves a whole school, inclusive It involves a whole school, inclusive approach to both the pastoral and approach to both the pastoral and academic needs of the pupils. academic needs of the pupils.

It is about teaching and learning English It is about teaching and learning English through the whole curriculumthrough the whole curriculum

Pupils need to be:Pupils need to be: taught how English workstaught how English works shown how it is used to express different shown how it is used to express different

ideas in different curriculum areas.ideas in different curriculum areas.

EAL students at THWEAL students at THW

Approximately 300 students in Y7-11 do not have English Approximately 300 students in Y7-11 do not have English as their first language. Many of whom may appear to be as their first language. Many of whom may appear to be proficient in their use of everyday English but have gaps in proficient in their use of everyday English but have gaps in their academic language. In some cases this may become their academic language. In some cases this may become greater as they progress through the key stagesgreater as they progress through the key stages

About 30 different languages are spoken at THWAbout 30 different languages are spoken at THW The largest numbers are the Urdu speakers (about 80 The largest numbers are the Urdu speakers (about 80

students)students) They may be bilingual/trilingual/and also G&T/SLD/LACThey may be bilingual/trilingual/and also G&T/SLD/LAC Many of them also have other cultural commitments such Many of them also have other cultural commitments such

as attending evening prayers or weekend language/cultural as attending evening prayers or weekend language/cultural classes.classes.

They may also experience feelings of isolation, lack of They may also experience feelings of isolation, lack of friends, accommodation difficulties, family visits abroad, friends, accommodation difficulties, family visits abroad, racism and in some cases trauma.racism and in some cases trauma.

WHAT PUPILS SAYWHAT PUPILS SAY

I’m worried about my English because everyone I’m worried about my English because everyone speaks so quickly.speaks so quickly.

I have trouble catching actual sounds.I have trouble catching actual sounds. I need to hear things more than once to understand.I need to hear things more than once to understand. I don’t understand every word.I don’t understand every word. I find it difficult to keep up and cannot think ahead.I find it difficult to keep up and cannot think ahead. I get tired and lose concentration when I listen for a I get tired and lose concentration when I listen for a

long time.long time. I don’t always understand exam vocabulary.I don’t always understand exam vocabulary. I’m not sure if I have understood the question. I’m not sure if I have understood the question. I can’t enjoy the lesson when I don’t understand it.I can’t enjoy the lesson when I don’t understand it. I need extra time to revise/prepare.I need extra time to revise/prepare. I feel stupid when students laugh at the way I speak.I feel stupid when students laugh at the way I speak.

SPEAKING & LISTENING SPEAKING & LISTENING Most EAL students tend to come from a language Most EAL students tend to come from a language

background which either has a system of stressing some background which either has a system of stressing some syllables in words and not others as much or gives equal syllables in words and not others as much or gives equal weighting to each syllable in words weighting to each syllable in words

Difficulties in communication are often because of Difficulties in communication are often because of differences in stress and rhythm and words running into differences in stress and rhythm and words running into each othereach other

Black Black andand white white –– undund Bangers Bangers and and mash mash –– um um Lock Lock and and key key –– un un FishFish and and chips chips –– nn

English spelling patterns also cause confusion and need English spelling patterns also cause confusion and need to be emphasised, reinforced and explained. For to be emphasised, reinforced and explained. For example: example:

How could the word ghoti be interpreted as fish?How could the word ghoti be interpreted as fish? gh = f as in cough o = I as in women ti =sh as in gh = f as in cough o = I as in women ti =sh as in

nationnation

HOW CAN WE MEET THE NEEDS OF EAL HOW CAN WE MEET THE NEEDS OF EAL PUPILSPUPILS

An understanding of the pupils An understanding of the pupils background.background.

Promoting self image/confidence.Promoting self image/confidence. Including pupils and making them feel Including pupils and making them feel

welcome.welcome. Challenging negative attitudes.Challenging negative attitudes. Allowing time for integration and progress.Allowing time for integration and progress. Consultation with support staff. Consultation with support staff. Regular review of progress. Regular review of progress. Asking questionsAsking questions

Communication Communication Use visual cluesUse visual clues Emphasise key wordsEmphasise key words Break down speech into simple sequencesBreak down speech into simple sequences Model the correct use of languageModel the correct use of language Repeat and rephrase Repeat and rephrase Avoid pronouns eg. Put the book away, Avoid pronouns eg. Put the book away,

notnot put it away put it away Avoid the passive form eg. You must wear Avoid the passive form eg. You must wear

your blazer, your blazer, notnot blazers must be worn blazers must be worn Avoid colloquialisms eg. Find the word in Avoid colloquialisms eg. Find the word in

your dictionary,your dictionary,not not look it uplook it up

CLASSROOM STRATEGIESCLASSROOM STRATEGIES Seat them where they can see and hear clearlySeat them where they can see and hear clearly If possible seat them with an able student If possible seat them with an able student Allow them to listen to group discussionsAllow them to listen to group discussions Provide them with labelled diagrams so they Provide them with labelled diagrams so they

can concentrate on listeningcan concentrate on listening Speak clearly / write important vocabulary on Speak clearly / write important vocabulary on

the board frequentlythe board frequently Provide key word list / matProvide key word list / mat Highlight key word /use an overlay/ plastic Highlight key word /use an overlay/ plastic

wallet.wallet. Break down words and explain meaning – Break down words and explain meaning –

prefix / suffixprefix / suffix Emphasise silent letters and spelling patternsEmphasise silent letters and spelling patterns

CLASSROOM STRATEGIESCLASSROOM STRATEGIES

Use writing frames and starter sentences.Use writing frames and starter sentences. For gap fill activities provide the vocabulary and the For gap fill activities provide the vocabulary and the

first letter of the word.first letter of the word. Provide diagrams or pictures to set the scene or to Provide diagrams or pictures to set the scene or to

follow sequences/draw pictures as the lesson follow sequences/draw pictures as the lesson progresses / take photos of sequencesprogresses / take photos of sequences

Use card sorting activities to show frameworks. Use card sorting activities to show frameworks. Construct diagrams step by step.Construct diagrams step by step. Allow use of laptops for presentation of work and for Allow use of laptops for presentation of work and for

translation.translation. Model language structures with correct verb form eg. Model language structures with correct verb form eg.

Tell me how you made that not how did you make thatTell me how you made that not how did you make that

What else can we do to support EAL What else can we do to support EAL pupils?pupils?

Provide the EA with syllabus and worksheets in advance Provide the EA with syllabus and worksheets in advance to prepare for lessons.to prepare for lessons.

Provide them with key vocabulary before the lesson or Provide them with key vocabulary before the lesson or highlight the words on the worksheet. highlight the words on the worksheet.

Allow time for them to translate most important Allow time for them to translate most important vocabulary.vocabulary. Encourage them to use their dictionary and Encourage them to use their dictionary and write or annotate in their own language.write or annotate in their own language.

Help them to set up a bilingual glossary in their books Help them to set up a bilingual glossary in their books or in a smaller notebook.or in a smaller notebook.

Encourage them to use drawings for key words maybe Encourage them to use drawings for key words maybe in a separate rough book.in a separate rough book.

Set alternative homework to prepare for the next lessonSet alternative homework to prepare for the next lesson (dictionary work)(dictionary work)

What sort of languageWhat sort of language objectives can we objectives can we set?set?

Learn and use vocabulary related to……Learn and use vocabulary related to…… Pronounce verb endings correctly……Pronounce verb endings correctly…… Learn the meaning of group words(nouns,verbs etc…)Learn the meaning of group words(nouns,verbs etc…) Use question words - who, what, where ……Use question words - who, what, where …… Use the articles a/an correctly.Use the articles a/an correctly. Use prepositions of time and place correctly.Use prepositions of time and place correctly. Use the past tense to narrate……Use the past tense to narrate…… Use sequencing words - first, then, after, finally….Use sequencing words - first, then, after, finally…. Use could, would, should in prediction/evaluationUse could, would, should in prediction/evaluation Learn comparative vocabulary -larger, smaller…Learn comparative vocabulary -larger, smaller… Identify nouns/verbs/adjectives…..Identify nouns/verbs/adjectives….. Use linking words – so, therefore, because….Use linking words – so, therefore, because…. Use expressions of time appropriately…Use expressions of time appropriately… Read/ask questions using stress and intonationRead/ask questions using stress and intonation

HOMEWORKHOMEWORK

Provide a simplified sheet which helps them Provide a simplified sheet which helps them prepare for the next lesson.prepare for the next lesson.

Give a few words to translate and learn Give a few words to translate and learn meanings and spellings.meanings and spellings.

Set research for homework or for their time Set research for homework or for their time in the PLC with recommended websitesin the PLC with recommended websites

Give related newspaper or magazine Give related newspaper or magazine articles to take home. articles to take home.

Set reading and translation work in Set reading and translation work in preparation for the following lesson.preparation for the following lesson.

TO SUPPORT WRITINGTO SUPPORT WRITING

Collect regular writing samples and look for Collect regular writing samples and look for common language errors.common language errors.

Concentrate on one skill at a timeConcentrate on one skill at a time Correct grammar and spelling and give other Correct grammar and spelling and give other

examples of correct forms.examples of correct forms. Write comments in their exercise books to Write comments in their exercise books to

communicate with support staff. communicate with support staff. Give samples of work to support staff for Give samples of work to support staff for

analysis.analysis. Provide examples of student’s work / exam Provide examples of student’s work / exam

questions and model answersquestions and model answers

Common errors in writingCommon errors in writing

•Limited vocabulary / repetition of words •Incorrect use of verbs eg. do / be •Subject / verb agreement •Incorrect use of tenses •Misuse of words eg. by / buy / bye •Missing or misuse of articles eg. of / to /an / is •Misunderstanding of prepositions •Limited use of connectives •Word order eg. Nice old brown leather walking shoes•Use of appropriate language eg. may I ,could you, would it

Reviewing the lessonReviewing the lesson Did you understand what the lesson was about ?Did you understand what the lesson was about ? Did you understand the teacher ?Did you understand the teacher ? What was difficult: content / vocabulary / What was difficult: content / vocabulary /

understanding?understanding? What was enjoyable: group work / practical / What was enjoyable: group work / practical /

discussion?discussion? How did you feel when you worked on your own?How did you feel when you worked on your own? How did you feel when you worked in a group? How did you feel when you worked in a group? Did you understand the worksheets / board notes? Did you understand the worksheets / board notes? What could the teacher have done to help you?What could the teacher have done to help you?

EK/MF EAL/BBC 11-01

Give me time to tune into a new language of instruction.

Please don't treat me as if I have special needs. I'm very bright really.

Expect me to make rapid progress.

Please speak in sentences.

Please face me when you are speaking and let me watch you.

Don't force me to speak: I'll speak when I'm ready.

Please don't expect me to understand straight away.