Working with students who have EAL

Working with students who have EAL.

Research tells us “First language is the foundation for ALL other

learning”.

Aims

• To know how to support a student learning EAL.

• To know where to access support and resources.

• To increase your awareness of culture diversity.

Self Awareness Quiz

• How long does it take for an EAL student to learn English?

• Does maintaining and developing the students’ first language help or hinder the learning of English?

• People born in which country make up the largest number of immigrants in Mansfield?

• What percentage of the population of Mansfield are from this country?

• How many EAL students attend The Manor?

Card Activity

In small groups please read and place the statements on the

continuum of agree / disagree.

EAL StatementsEAL students should be encouraged to mix with English students.

EAL students should be encouraged to speak English to each other.

EAL students should be asked questions to answer in front of the class.

Staff should always produce differentiated work for EAL students.

EAL students progress will be less than that of their peers.

Some students believe immigrants are taking all the jobs.

After 2 years in this country EAL students will be fluent in English.

The Academy makes EAL students feel welcome.

You should correct all mistakes that the EAL student makes.

Having EAL students in your lesson creates more work.

Admission and Induction

How can we help with the admission and induction process for a student learning EAL?

Who should be responsible for this process?

How good are we at doing this?

EAL Team Recommend:

• Ensure school collects as much information as possible – educational background etc

• Share information with parents regarding school policies, expectations etc – remember these may need translating!

• Make parents feel welcome and part of the school – they are the biggest asset.

• Show that their language and cultural backgrounds are valued and respected – bilingual displays, information etc.

How can we support the student’s understanding of a lesson?

Lesson Time!

Ja

Mam na imie Anna Barker. Ja lubie czekolade, wino, psy I konie. Nie lubie wstawac rano, myszy, zakupy, czyszczenie. W sierpieniu pojechalam do Cornwall na 2 tygodnie. Mieszkam w domku wypoczynkowym. Moj samochód jest niebieski. Mam syna I on ma 22 miesiące. Moj syn urodzil sie 12 styczeń 2012.

Ja

• Mam na imie Anna Barker

Lubie

Ja lubie czekolade, wino, psy I konie

Nie lubie

Nie lubie wstawac rano, myszy, zakupy, czyszczenie.

Gdzie

W sierpieniu pojechalam do Cornwall na 2 tygodnie.

Dom

Mieszkam w domku wypoczynkowym.

Kolor samochódu

• Moj samochód jest niebieski.

Ile ma lat

• 22

22 MiesiąceMam syna I on ma 22 miesiące.

Urodziny

• Moj syn urodzil sie 12 styczeń 2012.

Strategies

• Give as many visuals to the context as possible (key words, objects, pictures)

• Write naturally• Speak naturally, expressively and clearly.

Mime, gesture and body language all help.• Summarise and repeat main points.• Repeat clearly other students answers to

questions.

Strategies continued

• Explain jokes, cliches and idiomatic expressions.

• Encourage use of bilingual dictionary• Allow time to reflect before expecting a

response.• Allow the use of ICT for translation.• Encourage the student to admit when they

have not understood what is being said.

Strategies continued

• Check understanding. Repeat instructions.• Rephrase if necessary.• Give opportunities for students to verbalise ideas

before attempting written work.• Encourage appropriate groupings.• Carry on speaking and making eye contact even if

no response.• Use homework to allow the students to identify

and learn key terms for your next lesson.

Help / Websites / Advice

• http://www.eal-teaching-strategies.com/• http://www.education.gov.uk/schools/pu

pilsupport/inclusionandlearnersupport/eal

• www.emaonline.org.uk • www.standards.dfes.gov.uk/keystage3• www.naldic.org.uk• Flourish SEND Clinic