All teachers are
language teachers
Inclusive strategies for EAL pupils?
What do you think are the main
difficulties for EAL learners in your
subject area?
All teachers are
language teachers
The Aims of this Session
To look at a wide range of EAL
strategies and some examples of
resources that apply these strategies.
Follow –up:
To experiment with EAL strategies in
your subject area.
EAL Checklist
1. Use a clear, simple font.
2. Use lots of visuals.
3. Start with clear objectives.
4. Make every lesson a LANGUAGE lesson.
5. Identify the language your students need to know.
6. Model the language your students need.
7. Plan instructions + questioning carefully.
8. Teach key words + structures explicitly.
9. Use graphic organisers.
10. Use DARTs.
11. Divide text into manageable sections.
12. Use collaborative group tasks.
EAL Checklist: 1
1.1.Always
simple font.
Alwaysuse
use aa clear,
clear font.
Comic Sans is a good choice.
a g (difficult for pupils new to the alphabet)
EAL Checklist: 2
2. Use lots of visuals (and bilingual) resources
Develop pupils’
dictionary skills
Keep Google
Images open on
your whiteboard
Demonstrate
isosceles
EAL Checklist: 3
3. Always start with clear objectives.
Lesson
LessonObjectives
Objectives
Lesson Objectives
To
continue
to
develop
ability
to
work
To develop
youryour
ability
to workyour
out work
develop
ability
to
out
the
To
continue
to develop
your
ability to work out the
the
circumference
of
a
circle.
out the circumference
circumference
of a circle.
of a circle through
circumference of a circle through working out much more
working out much more complicated
complicated equations.
To
equations.
use
a scientific
calculator effectively.
To use
a scientific
calculator
effectively.
To use a scientific calculator effectively to help you work
To use To
SEAL:
aTo
scientific
workcollaboratively
collaboratively
calculator effectively
with
other
to
SEAL:
work
with
other
out difficult equations.
pupilsyou
help
in the
work
theclass.
class.
out difficult equations.
in
SEAL: To work collaboratively with
SEAL:
To work
collaboratively
with other
other pupils
in the
class.
pupils in the
SEAL: To work collaboratively with other
class.
pupils in the class.
Promoting higher order thinking + language skills in EAL learners
Cognitive Academic Learning
Proficiency (CALP)
Basic Interpersonal
Communication Skills
(BICS)
NO ACTIVITIES
HERE PLEASE!
EAL Checklist: 4
4. Make every lesson a LANGUAGE lesson.
Build in opportunities for:
• Speaking
• Listening
• Reading
• Writing
EAL Checklist: 5
5. Identify the language your students need to
know.
What do you want the students to be able to do
by the end of the topic or lesson?
(eg: What key words + structures do they need.)
Plan with this in mind.
EAL Checklist: 6
6. Model the language your students need.
Structure + scaffold it without diluting
the content.
(Remember the Cummins Framework of
EAL Acquisition!)
What do we learn about Curley’s wife in this extract?
(character)
In this extract we can see that ______________
is
(adjective)
____________________.
We see this when
(evidence from the novel)
_________________________________________
. This
example highlights that _____________________________
________________________________________________
_________________________________________________.
EAL Checklist: 7
7. Plan teacher language carefully
(instructions + questioning)
Include examples in your lesson plan.
EAL Checklist
1. Use a clear, simple font.
2. Use lots of visuals.
3. Start with clear objectives.
4. Make every lesson a LANGUAGE lesson.
5. Identify the language your students need to know.
6. Model the language your students need.
7. Plan instructions + questioning carefully.
8. Teach key words + structures explicitly.
9. Use graphic organisers.
10. Use DARTs.
11. Divide text into manageable sections.
12. Use collaborative group tasks.
EAL Checklist: 8
8. Teach key words + structures explicitly
For example:
As a homework “Find the meaning of…”
As matching / gap-fill starter activities
EAL Checklist: 9
9. Use graphic organisers to put words into a
clear, visual context.
A key visual represents
conceptual relationships between
objects, events or situations.
Stručný popis oběhu vody
Oběh vody sice nemá počátek, ale oceány jsou příhodné místo,
kde lze začít s jeho popisem. Slunce, které je strůjcem oběhu
vody, ohřívá vodu v oceánech, a ta se vypařuje ve formě vodní
páry do vzduchu. Stoupající vzdušné proudy unášejí vodní páru
výše do atmosféry, kde nižší teplota poté způsobí kondenzaci
vodní páry a její přeměnu do formy oblaků. Vzdušné proudy
dále ženou oblaka nad zemí, a částice vody tvořící oblaky se
srážejí, rostou a poté vypadávají z oblohy jako srážky. Některé
srážky padají jako sníh a mohou se hromadit jako ledové čepice
a příkrovy či ledovce. V teplejším klimatu sníh s příchodem jara
většinou taje a voda vytváří celoplošný odtok z tajícího sněhu.
Většina srážek padá zpět do oceánů nebo na pevninu, odkud
díky zemské tíži jako povrchová voda odtéká.Část odteklé vody
napájí řeky, které poté odvádějí vodu do oceánů.
EAL Checklist: 10
10. Use DARTs to work with extended text.
Cut-up text
(Sequencing)
Tops+Tails
(Making sentences)
DARTS
Directed Activities Related to
Texts
Darts make texts easier to read.
Gap-filling
(Cloze)
Pupils can work at different levels
on the same text.
They can be used in any subject area.
What next?
(Prediction)
Fungi make.....
Animals feed....
Protoctista are...
... light energy to produce their own food
during photosynthesis
... spores instead of seeds, cells have a cell
wall made of chitin
... on other living things ( organisms ), they
are multi-cellular, no cell walls
Prokaryotes
have...
... made up of just one cell
Plants use...
...no nucleus; have a cell wall but not made
from cellulose
EAL Checklist: 11
11. Divide text into manageable sections.
Include:
• Images
• Key word lists
• Questions after each section
• Highlighted words or phrases
EAL Checklist: 12
12. Use collaborative group tasks
Pupils can process content + practise
language in the non-threatening
environment of a small group.
Oral rehearsal is essential for EAL
learners.
Inclusive Strategies: collaborative learning
Physical changes
True or false? Discuss with your partner.
A solute is like
coffee granules
when you put them
into hot water.
When you put salt into
water, it vanishes
(disappears).
A solvent is used to dissolve a
solute. (Try and think of an
example!)
Insoluble means the
substance will dissolve;
soluble means the
substance will not dissolve.
The task:
with a partner prepare a differentiated starter
or homework task for 2 EAL pupils working at
very different stages of language acquisition:
Pupil A is Libyan. His parents are university
students. He is well-educated and literate in
Arabic but new to English.
Pupil B was born in Manchester. He speaks
English with friends and Punjabi at home.
His writing lacks technical accuracy and is
not in standard English.