3. What percentage of the Jelly babies
are EAL?
• = 5% of
children in
your
borough
4. Ba
rn
W e
al En t 3
th 8.2
am fiel
d %
Fo
H re 3 8 .6
ac st 4 %
kn 1
ey .5%
43
.5%
H
ar
in
ge
y
47
.0 %
5. Pupil profiles
What EAL students really experience
Group A - EAL contemporary issue
6. My name is Salam Mohannayeh, I am 10 years old and I have been learning English for a
year now. My first language is Arabic, the language is similar to English as they both have
punctuation.
It would really help me if my teachers would use actions to help explain things. I find reading
and writing quite difficult, however I enjoy speaking and listening.
My name is Daniella Almeida and I have been learning English for 7
months. My first language is Portuguese; the language is similar to English as they
have the same spelling and punctuation.
It would really help me if my teachers would use subtitles and pictures. I find reading
and writing quite difficult, however I enjoy speaking and listening
My name is Bader Radi and I have been learning English for a year
now. My first language is Arabic, but I can also speak Swedish. The
language is similar to English as the letters are the same.
It would really help me if my teachers would give me extra homework to
help me learn English. I find listening and writing difficult and find
reading and speaking quite easy.
My name is Daniella Almeida and I have been learning English for 7 months. My first
language is Portuguese; the language is similar to English as they have the same
spelling and punctuation.
It would really help me if my teachers would use subtitles and pictures.
I find reading and writing quite difficult, however I enjoy speaking and listening.
Group A - EAL contemporary issue
7. Tried and tested strategies in the classroom
Group A - EAL contemporary issue
8. Keywords
Set explicit listening tasks around
How and why? key words – either for the whole
class or individual students.
For example –
make a tally chart of the number of
times the teacher uses certain
words
A bingo chart of key words to cross
off during a talk or clip
Group A - EAL contemporary issue
9. DARTS DARTs are directed activities related to texts.
Examples include –
– sequencing;
How and why? – prioritising;
– matching pictures to text;
– matching phrases to definitions;
– matching examples of cause and effect;
– filling in gaps in text;
– the use of true/false statements;
– matching concepts to examples;
– sorting to determine which information is not
needed for a piece of work;
– grouping information together to identify
similarities and differences between
key words and phrases.
Taken from Access and Engagement in RE,
DfES, 2002,
http://www.naldic.org.uk/docs/resources/documen
ts/sec_re_eal_access_engagRE.pdf
Group A - EAL contemporary issue
10.
11. Cloze Procedure
Also known as fill in the blanks
A cloze procedure is a "fill-in-the-blanks"
activity where the learner uses clues from the
context to supply words that have been
deliberately removed from the text.
12. Why use it?
Using cloze-procedure helps pupils with their
reading and writing.
Using this activity will help support learners in
looking at either semantic patterns or
sentence structure.
Writing is the hardest skill for bilingual pupils
to master so it is important to scaffold writing
tasks by using writing frames, matching words
to pictures and using cloze procedures.
13. Think, Pair, Share
How and why?
Each child has a nominated talk
partner. Partners change every half
term. Strategies such as ‘think, pair
and share’ encourage EAL pupils to
have a chance to interact and voice
an opinion. The use of first
language for learning is
acknowledged and children are
able to choose which language they
want to discuss concepts in before
sharing their thoughts with the
class in English, to aid their
understanding.
Group A - EAL contemporary issue
14. EAL Strategies in Practice
Visualisation Dic to g l o s s
r an d Share
Pai
15. Role models
How and why?
Use group work to help EAL
students hear positive English
language models.
This may also be helpful to the
student in internalising the ‘hidden’
rules of language inside and outside
the classroom.
Group A - EAL contemporary issue
16. English Group: Yr 10, set 2
Grade C Grade C
Grade C Target C+ Target C+
Target C+ Grade C EAL
Grade D
Target C+ Grade C-
Target D+
EAL Target C
EAL
Grade C-
Target C+
Grade D EAL Grade C
Grade C+
Target D+ Target B- Grade D Target C+_
EAL G&T Target D+ EAL
EAL EAL
Grade D+ Grade D+ Grade C
Grade C+ Target C- Grade C- Grade D Target C+
Target C-
Target B- EAL Target C Target D+ EAL
EAL
SA SAP EAL
Grade C-
Grade D Grade C Grade C- Target C+
Target D+ Target C+ Target C G&T
EAL EAL EAL
Grade D Grade D
Target D+ Grade B-
Target D+
EAL Target B TA - Mr
Statemented S
EAL
Miss W
17. Rehearsals
How and why? Prime EAL students that you will come to
them for answers.
Ask them in the interim to orally rehearse
these with a (helpful) peer.
This technique may be usefully applied to all
students.
Group A - EAL contemporary issue
18. Writing frame
Provide students with a list of words and
How and why? phrases appropriate for use in the
writing task set.
e.g.
Write a news report on the water cycle
Good evening viewers
Precipitation
In the mountains...
Clouds
The sun shining on the sea...
Group A - EAL contemporary issue
19. Sentences starter: Writing frame
Dear Ms. H The topic of the question is an exclusion -
Thank you for taking the time to read this so it would be good to use other ‘school’
letter. I understand you are a very busy woman and
terminology in your response. Here are
would like to stress what a fantastic job you are
doing running X School. some useful words your could use in your
response:
appeal
Para 1
request
decision
policy
Para 2 action
consideration
exclusion
contract
Para 3
anger management
remorse (to show you are sorry)
Para 4
Para 5 - Round up your points
Yours sincerely
20. ‘snapshot’ practical lesson
Images
Accessible language –
•Accessible use language culturally accessible
Sentence starters
Group A - EAL contemporary issue
21. nt
shave you lear
What n ew strategie
today?
e
i mp lement thes
How will you ?
y our teaching
strategies in
Group A - EAL contemporary issue
