strategies for eal pupils

ok this is a long document I will edit it as and when there are 6 different steps in all with lots of strategies included in each 'step'. step 1 is for children new to english etc. Strategies in earlier steps can also be used in later steps.

Step 1
Allow time for listening and observing
Use gestures, lots of visuals and repetition
access to picture books and dual language texts
allow yes/no and one word answers
teach names of classroom objects/equipment
sequencing pictures
cutting out, pasting and labelling, naming and labelling of objects
sorting and matching pictures and words
taping stories/books for individual/pair work
using language games
opportunities for role play/drama

Step 2
reinforcing instructions with visual support/examples
repeating/highlighting new vocabulary
using games requiring talk
encouraging pupils to ask questions
Matching a word, phrase or sentence with picture/diagram
recording info in charts/tables/flow diagrams
writing from a model
sequencing sentences
comprehension activities e.g. true/false/ yes/no answers
filling in blanks in sentences
redrafting activities with partners
story sacks
building scrap books

Step 3
compiling glossaries
sorting/ matching/sequencing sentences, paragraphs and pictures
locating selecting information in dictionaries/reference books
Collaberative writing activities
Cloze activities
comprehension activities - as step 2 but also multiple choice
Pre-writing activities, brainstorming, puppetry, formulating questions
redrafting activities with partner/peer

Step 4
Role play
Drama
visual aids
language games and word puzzles
sequencing pictures and simple sentences
cloze activities - syntactic (deletes one structure e.g. pronoun)
Graphonic cloze (deletes some letters of some words e.g. intial or end clusters
Games involving connectives
barrier games
sentence puzzles

Step 5
Investigate activities around the genre
semantic cloze - deletes content word
writing dictogloss
writing frames
story outlines

Step 6
Enquiry and elimination activities
text matching activities
sequenicing activities

when planning
Strategy - Key words: Give short vocabulary lists of key words for each planned unit - illustrate key words with simple pictures
pre teach key words before a unit and/ or lesson, using a bilingual peer, support assistant or parent.
create a glossary book for the pupil to record new words if the pupil is literate in the first language they should be recorded in both languages, with a definition in the first language.

Strategy - key visuals: Scaffold learning key visuals e.g. tables, timelines, venn diagrams, matrix charts, flow charts, pyramid diagrams, mind maps

Strategy - Dictionaries: offer a variety of types of dictionaries - picture, illustrated topic glossaries, bilingual dictionaries if the pupil is confident in written first language
common words in english usage
pupils should be made to feel confident in using a dictionary within the classroom

Strategy - Talk: opportunities for talk should be planned. A silent period is often a stage of development in learning eal and a pupil should not be forced to respond. It is normal for understanding to outstrip verbal output in the early stages. Create activities for scaffolded talk. Use paired discussion, preferably in the first language if possible, before commencing written work.

Strategy - Collaberative activities: plan for regular collaboration with peers. Group tasks to facilitate involvement, belonging and the need to experiment with language in order to complete a task. Language is modelled by peers. If pupils have been taught how to work collaboratively the group creates a non-threatening environment for learning.

Strategy - Use of first language: encourage regular transfer between first language and english. Show that first language is valued, fostering self respect and motivation. learn a few simple phrases, numbers colours. provide opportunities for pupils to work in same language groups and pairs. If pupils are literate in first language encourage them to continue reading and writing. Make and read bilingual books. bilingual displays. listen to tapes of bilingual stories. Use home and community languages in drama and role play. Ask parents, staff and community members to give bilingual support in the classroom.

Strategy - Language awareness: Foster awareness and knowledge of language. Gain a simple understanding of pupils first language simple phrases basic script form and syntactical differences. teach pupils about the varieties of language within and between countries. Study the difference between written and spoken english also dialects of spoken english. Explain the use of synonyms, idioms, derivations and nuances in both english and first language.

Strategy - Parental involvment: Use interpreter or bilingual assistandt at meetings especially first meeting, visit pupil at home with an interpreter, advise parents how to support their child's language development bilinguall e.g. sharing picture books in first language. Give clear guidance about the British education system and the curriculum


Hope this is of some use it's quite wordy but when you get used to using these strategies it becomes second nature