1. Effective Strategies for EAL Pupils

2. Advantages:
 Classification skills
 Conception formation
 Analogical reasoning
 Visual-spatial skills
 Creative and divergent thinking
 Story-telling skills
 Language awareness

5. Example 1
Example 2
Example 3
Example 4
…

7. Model Pros Cons
Buddy speaks •EAL learner •Might
same language can be negatively affect
as EAL learner understood and buddy’s learning
can understand •Can seem as if
more buddy has sole
•EAL learner responsibility
can feel less
isolated
Buddy Speak • Can increase •Buddy cant
English only understandin translate
g of different •Buddy may be
cultures perceived as
• Can help sole supporter
EAL learner and feel
learn English pressured

9.  Visualise the image and make a
sketch.

10.  “There are always two people in
every picture: the photographer
and the viewer.”
 What does this quote mean?

14.  Talk
 Talk
 Talk
 Talk
 Talk
 Talk
 Talk
 Talk
 Talk
 Talk
 Tal

17.  Idioms are words,
phrases, or expressions
that cannot be taken
literally.
Do you use idioms when
teaching?

21. “ Exams are over; you must be on
cloud nine.”

28.  Figurative speech is more of a
challenge for EAL pupils, as they
interpret what you say literally.
 So... Remember, the lesson content
should be delivered with the use of
clear, concise and literal
language.

29.  The English language is permanently
evolving and developing. New words
and expressions are coined and existing
words change their meaning as society,
culture and technology progress.
As the
teacher, are
you helping
your EAL
pupils to
learn
accurate
English?

30. Conclusion
Bilingual Theorists
Pedagogy
EAL
Teaching Strategies Use of
Language

31. Bruner: Scaffolding refers to the gradual withdrawal of
adult control and support as a function of children’s
increasing mastery of a given task.
Vygotsky: The child develops cognition and language
as the result of social
interaction with more knowledgeable others in activities
which have specific goals.
Gibbons: Scaffolding is created through Language
Support; how the teacher supports the student by
careful pitching of comprehensible language.
Cummins: research showed that during second
language acquisition students do not need to relearn
some basic skills and concepts, like forms of
communication, critical thinking, or reading and writing
(Diaz-Rico, & Weed, 2010).

32. Accessible &
Motivating Curriculum
+
Comprehensible and
extending Language
=
Success for EAL
Learners
Washbourne (2011)

34. Additional
Scaffolding
for EAL
Learners

35. Teacher Scaffolding
Use of Visuals
Repetition
Key Words
Body Language
Demonstration
Paired/Group Work
Bilingual
Worksheets
Sentence Frames

36. Group C

37. CHEERS !!!!!!!!
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