English as an Additional Language (EAL)

• help the child to learn some useful phrases (Where is… What’s that?.. I want..) and the routines of the classroom so they can communicate with the peer group
• use circle time to model responses
• use the home corner to reflect aspects of the pupil’s culture and to provide objects and toys to familiarise the pupil with the new local culture
• talk with the other pupils about the different languages spoken in class
• learn some words in the pupil’s language, including the basics such as yes, no, thank you, hello, goodbye
• use dual language texts and if possible, taped stories in English and the learner's language (older bilingual pupils in the school or adults may be able to help record stories)
• plan pair and group activities so that the EAL pupil is placed with proficient first language English-speaking role models
• use lots of photographs and provide visual aids through story props, magnetic cut outs, puppets, masks and dressing up clothes (including positive images that reflect the new pupil’s background) to stimulate talk and promote vocabulary development
• provide dual language or multilingual signs around the nursery or classroom
• provide lots of ‘hands-on’ experience, so the children can learn the new language through participating in activities that support their cognitive development
• use small group activities as a basis of one-to-one talk with the child so that you have something stimulating and meaningful to talk about
• think-aloud’, that is, talk through your actions and use gestures as you introduce and participate in a new activity
• ensure that adults use a variety of question styles to encourage the pupil to use a variety of language functions
• allow extra thinking time for children when they are asked to answer a question
• accept that there may be a period of non-verbal communication on the part of a newly arrived pupil; they will be observing, listening and learning during this silent period time
• use a home-school book to communicate with parents
• invite parents into the classroom to read to their child in their first language

Speaking and listening

• provide plenty of visual support: objects, pictures, and non-verbal gestures, use of facial expression
• speak clearly and moderate your speed of delivery
• buddy the learner with peers who provide strong models of English language usage
• appreciate that the pupil may choose to offer little, if any, English; many pupils undergo a 'silent' period
• involve the learner in other ways e.g. giving out equipment; accompanying a fluent peer to take a message
• provide plenty of small group collaborative activities: give clearly delineated roles and allow the new arrival to take on a passive role - they will be learning a great deal simply through listening
• give the learner the chance to rehearse any verbal responses by positioning them last in any turn taking activities
• repeat learner responses to questions, but structured correctly to model language
• familiarise the learner with, and give them the opportunity to use, software that provides both visual and aural stimuli and language reinforcement of curriculum content

Reading

• check any assessment and school reports in order to establish the reading skills the pupil possesses in their first language
• provide key ideas and summaries; these may be in the form of clear and simplified textbooks with visual support, or photocopies
• demonstrate how to highlight keywords for translation and provide a copy with essential words highlighted when any lengthy text is being studied: this will direct the learner to the words to look up in their dual language dictionary
• direct the learner towards audio stories with linked books; establish with the parent whether access to these is possible at home
• watching films/programmes is a useful alternative form of presentation and may also offer first language sub-titles

Writing

• pupils literate in their first language (L1) need access to a dictionary and subject-specific wordbooks
• focus on key vocabulary and ideas; the pupil can: 
  • trace, draw pictures, maps or diagrams and label them with words
  • phrases or short sentences supplied by the teacher and/or label in L1
  • write true and false about a given statement
  • fill in blanks with words and phrases from a given list
  • copy sentences by choosing one of two alternatives
  • sequence pictures and/or sentences
• use culturally relevant materials and topics wherever possible
• ensure that the pupil has the keyboard skills required to use a computer for writing tasks and has their password for use of the school computers