• 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
  
  
• Adapt homework assignments: the pupil may translate key vocabulary, label bilingually, translating key points in L1

• Display key vocabulary around the classroom
  
  
• Help the pupil compile a picture dictionary of vocabulary related to the subject
  
  
• Pre-teach key vocabulary. Before introducing a new topic provide the pupils with key word lists or worksheets with key words highlighted.
  
  
• Send home a topic book or worksheet for preparation. Pupils can familiarise themselves with the vocabulary, look up meanings, note these down in the word-book and discuss it with their family.
  
  
• Highlight key vocabulary on worksheets
  
  
• Reinforce with games, glossaries, word searches and cross words
  
  
• Provide annotated diagrams and combine with visual cloze activities as reinforcement
  
  
  

• Speak slowly but make sure that normal intonation and stress patterns do not become distorted
  
  
• Pause often to allow students to process what they hear
  
  
• Seat pupil in front of the class pupil with clear access to teacher and visuals
  
  
• Provide as much visual support a s possible – objects, pictures, gestures, facial expressions
  
  
• Do not worry if the pupil does not participate. The pupil may undergo an initial silent phase. This is an essential part of acquiring another language
  
  
• Provide a paper copy of key words to be used in an explanation/instruction and send home for translation prior to activity: ensure that the key words are entered into an indexed glossary
  
  
• Create a positive environment where the pupil feels confident in asking, and responding to questions. Ask closed questions in the earlier stages
  
  
  

• Establish how the child has learnt to read in the first language –build on strategies the child already has
  
  
• Initially an emphasis on phonic reading material may be confusing
• Reading in English needs to be at a much simpler level while reading in L1 needs to be maintained
  
  
• Pre-read class text with either parent/sibling or TA so that key vocabulary is understood
  
  
• Provide simple texts with story tapes for listening to
  
  
• Time table a regular slot when the pupil can use software such as Oxford Reading Tree Talking Stories
  
  
• Select texts with visual support where possible
  
  
• Provide key sentences to understand main themes, ideas and characterisation. Encourage pupil to use a translation website in class to help with comprehension
  
  
• Support pupils in class by modifying texts-e.g. by using shorter sentences, summarising texts, highlighting main points on IWB, presenting texts as pictures/diagrams etc
  
  
  

The pupil can:

• Copy key points of lesson in English and translate for homework
  
  
• Write something relevant to the lesson in the first language and translate for homework
  
  
• Trace or draw pictures, maps /diagrams. Label these with words, phrases or short sentences supplied by you, and /or label bilingually.
  
  
• Provide tables/matrix/flow charts/timelines so that the pupil may record a limited amount of information.
  
  
• Copy sentences by choosing one of two alternatives

• Answer simple questions with yes/no answers. Later this can be extended to a phrase
  
  
• Sequence pictures and/or text to form a short continuous piece of writing