Home Home Page Bracknell Context Button Primary Induction Information Mainly white areas Information: Learning English in the Early Stages Background of the EAL learner Button Parental Involvement Parental Involement Parental Advice Advice For Parents Primary KS1 Suppport Primary Support for Key Stage 1 Primary Assessment KS1 Primary Assessment Key Stage 1 Beginners Key Stage 2 Beginners Key Stage 2 Primary Bilinguals Primary Developing Bilinguals Primary Developing Bilinguals Primary Resources Primary Resources

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Primary>Developing Bilinguals

Support strategies for beginners in English at KS 2

  • 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


  • 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

  • Give pupils at least 10 seconds of think time about their response before answering a question - position last in turn taking activities

  • 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

  • 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



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