Information Mainly white areas Information: Learning English in the Early Stages Background of the EAL learner Primary Assessment Key Stage 1 Beginners Key Stage 2 Home Home Page New Arrivals Secondary Secondary New Arrivals Secondary New Arrivals Secondary Parental Involvement Secondary Parental Involvement Secondary Parental Involvement Welcoming Environment Creating a Welcoming Environment Creating a Welcoming Environment Secondary Beginners Strategies Strategies for Beginners in Key Stage 3 and 4 Strategies for Beginners in Key Stage 3 and 4 Secondary Bilinguals Strategies for developing bilinguals in key Stage 3 and 4 Strategies for developing bilinguals in key Stage 3 and 4 Secondary Reading Secondary Strategies to Develop Reading Secondary Strategies to Develop Reading Secondary Writing Strategies Strategies to Develop Writing Strategies to Develop Writing Secondary Assessment

Bilingual Student

Secondary>Strategies for developing bilinguals in key Stage 3 and 4

Strategies for Beginners in Key Stage 3 and 4

Speaking and listening

Create a positive environment where the learner feels confident in asking, and responding to, questions. Provide open question formats for the pupil to use.

• Ensure that the learner understands the lesson objective.

• Simplify language when teaching new concepts.

• Make explicit any alternative words used in an explanation or instruction.

• Encourage the EAL learner to model language by repeating instructions for a partner to follow - (applies particularly to Science investigations).

• Pre-teach any vocabulary needed to understand listening activities e.g. when using tape / video.

• Provide listening frames for use with tapes/video/group discussion.

• Encourage the EAL learner to use his/her first language when recording method /results, planning writing or discussing tasks with peers and parents.

• Provide and explain the vocabulary the pupil needs to assess his/her progress.

• Provide a grid for the EAL learner to use as an aide-memoire for understanding instructions for homework tasks.


Reading
  • Texts need to be clear with a photocopy provided for any extended piece with the essential verbs/phrase/names/dates highlighted, which the pupil may take home prior to study / task, in order to translate and talk about with parents/siblings, if possible.

    • Provide visual clues and semantic webs 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 a paper copy of instructions/assignment tasks so the pupil may highlight key verbs and translate or ask for a simplified version .For example: ‘In your answer you should consider' - think about.

    • Provide activities for homework prior to reading that develop pupil's vocabulary.

    • Encourage EAL learners to use tapes/videos of any studied texts and suggest that dual language texts are bought / borrowed, in advance of actual study.

    • Introduce, and refer to, any curriculum support material available in the school's learning resource centre.



Writing
  • Suggest EAL learners draft ideas and plans in their first language.

    • Provide tables/writing frames/flow charts/timelines so that the pupil may record information in an organised form and refer to these when planning written work.

    • Encourage EAL learners to outline, verbally how they will approach a task (paired work)

    • Provide an exemplar as a written model.

    • Provide a range of DARTS activities to support the pupil's writing.

    • Encourage pupils to use computers for their written work especially at KS 4 in order to ease the burden of redrafting/correcting work. Arrange for after school provision of computers in the LRC and contact parents regards any arrangements: useful when coursework is underway.



General

  • Be aware of how to construct a worksheet in order to maximise the pupil's understanding.

    • Encourage the use of an indexed glossary book by pupil in which key words and phrases are entered, with translated or simplified version, together with an example of use in context.




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