EAL Support strategies for developing bilinguals at KS 2

Support strategies for developing bilinguals at KS 2
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General

Build on pupil’s previous education, cognitive abilities and their language proficiency levels
Find cultural contexts for learning that are relevant to pupils’ background and language
Encourage communication rather than accuracy
Provide plenty of opportunities for paired and group work
Keep a dual language dictionary available

Vocabulary

Display key vocabulary around the classroom
Highlight key vocabulary on worksheets for entering into word book or for finding meanings of in a dual-language dictionary
Reinforce with games, glossaries, word searches and cross-words.
Where possible make explicit the verbs associated with subject specific nouns, e.g. temperature increase/decrease
Provide annotated diagrams and combine with visual cloze activities as reinforcement
Provide simplified wordlists for the language used in instructions and assessment tasks

Speaking and listening

Restate complex sentences as a series of simple sentences
Avoid or explain use of idiomatic expressions
When needed, restate at a slower rate, but be sure that the pace is not so slow that normal intonation and stress patterns become distorted
Pause often to allow students to process what they hear
Provide explicit explanations of key words and special or technical vocabulary, using examples and props when possible
Provide as much visual support a s possible – objects, pictures, gestures, facial expressions
Pre-teach any vocabulary needed to understand listening activities
Encourage pupils to model language by repeating instructions for a partner to follow - (applies particularly to Science investigations)
Create a positive environment where the pupil feels confident in asking, and responding to questions. Ask closed questions in the earlier stages
G ive pupils at least 10 seconds of think time about their response before answering a question - position last in turn taking activities

Reading

Pre-read class text with either parent/sibling or TA so that key vocabulary is understood
Monitor choice or reading books and make sure the texts are comprehensible
Select texts with visual support where possible
Make clear the words that refer to characters' names
Provide the vocabulary needed to understand main themes, ideas and characterisation
Make explicit the context of the writing and provide an explanation of any cultural references that the pupil may not understand
Provide activities for homework prior to reading that develop pupil's vocabulary
Support pupils in class by modifying texts – e.g. by using shorter sentences, summarising texts, putting keywords in bold print, presenting texts as pictures/diagrams etc

Writing

Provide a list of key words to be used in writing
Encourage pupils to use an indexed book as a subject-specific glossary with translated and simplified definitions and an example of use in context
Suggest pupils draft ideas and plans in their first language
Provide tables/matrix/flow charts/timelines so that the pupil may record information in an organised form and refer to these when planning written work
Encourage pupils to outline, verbally how they will approach a task (paired work)
Provide extensive modelling and guidance as to what is required
Use writing frames such as partially completed grids charts, sentences
DARTs activities are very supportive of bilingual pupils




	Support strategies for developing bilinguals at KS 2 Download pdf General Build on pupil’s previous education, cognitive abilities and their language proficiency levels Find cultural contexts for learning that are relevant to pupils’ background and language Encourage communication rather than accuracy Provide plenty of opportunities for paired and group work Keep a dual language dictionary available Vocabulary Display key vocabulary around the classroom Highlight key vocabulary on worksheets for entering into word book or for finding meanings of in a dual-language dictionary Reinforce with games, glossaries, word searches and cross-words. Where possible make explicit the verbs associated with subject specific nouns, e.g. temperature increase/decrease Provide annotated diagrams and combine with visual cloze activities as reinforcement Provide simplified wordlists for the language used in instructions and assessment tasks Speaking and listening Restate complex sentences as a series of simple sentences Avoid or explain use of idiomatic expressions When needed, restate at a slower rate, but be sure that the pace is not so slow that normal intonation and stress patterns become distorted Pause often to allow students to process what they hear Provide explicit explanations of key words and special or technical vocabulary, using examples and props when possible Provide as much visual support a s possible – objects, pictures, gestures, facial expressions Pre-teach any vocabulary needed to understand listening activities Encourage pupils to model language by repeating instructions for a partner to follow - (applies particularly to Science investigations) Create a positive environment where the pupil feels confident in asking, and responding to questions. Ask closed questions in the earlier stages G ive pupils at least 10 seconds of think time about their response before answering a question - position last in turn taking activities Reading Pre-read class text with either parent/sibling or TA so that key vocabulary is understood Monitor choice or reading books and make sure the texts are comprehensible Select texts with visual support where possible Make clear the words that refer to characters' names Provide the vocabulary needed to understand main themes, ideas and characterisation Make explicit the context of the writing and provide an explanation of any cultural references that the pupil may not understand Provide activities for homework prior to reading that develop pupil's vocabulary Support pupils in class by modifying texts – e.g. by using shorter sentences, summarising texts, putting keywords in bold print, presenting texts as pictures/diagrams etc Writing Provide a list of key words to be used in writing Encourage pupils to use an indexed book as a subject-specific glossary with translated and simplified definitions and an example of use in context Suggest pupils draft ideas and plans in their first language Provide tables/matrix/flow charts/timelines so that the pupil may record information in an organised form and refer to these when planning written work Encourage pupils to outline, verbally how they will approach a task (paired work) Provide extensive modelling and guidance as to what is required Use writing frames such as partially completed grids charts, sentences DARTs activities are very supportive of bilingual pupils