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

Welcome

Secondary>Welcoming Environment

Creating a ‘Safe’ and Welcoming Classroom Environment

Inform the group/class about the arrival of the EAL learner and give some background details regarding his/her country of origin and first language.  

  • Display a 'Welcome' sign in pupil's first language.

  • Many parents are fluent bilinguals and can provide excellent support for their child. Either one or both parents may have enough knowledge of English to understand what is being taught in the curriculum and can, therefore, support the pupil through their home language.
  • Learn how to pronounce and spell pupil's names and encourage the class to do likewise.
  • Position the EAL learner near the front of the class.
  • Seat the EAL learner with a 'buddy': a pupil who is likely to understand some of the difficulties an EAL learnerl may be experiencing and will offer good models of English.
  • Refer to a map and photographs of the EAL learner's home country and town. See 'Resources' list for useful websites.  
  • Encourage an exchange of language between new EAL learner and the rest of the class.  
  • Give the pupil vocabulary sheets with diagrams together with their first language and English words. These are available in science - downloadable from the Becta website: see 'Resources ' list.  
  • Keep a copy of a dual language dictionary in the classroom.
  • Refer to useful subject and translation websites - give these to the EAL learner and ensure the details are displayed in the LRC and tutor room.
  • Provide models of the type of questions beginners in English might need to ask in class on a regular basis and encourage and praise experimentation with these. These could be displayed in poster form.
  • Explain the language you use when marking EAL learners' work and ensure that they understand the phrases you say/write - see translation web sites on 'Resources' list.
  • Provide EAL learners with the homework language grid so that they may translate the terms used and paste it into their planner/diary for reference on a daily basis.
  • Provide the EAL learner with an indexed book to use as a subject-specific glossary. See 'Resources' list for details.  
  • Correct the EAL learner's language in a positive manner.

 


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