So, I promised EAL would be made easy…well…easier. EAL students have one big problem and it’s NOT learning English. It’s learning enough academic English, fast enough, to get through whatever exam is coming. Their problem is not actual language acquisition, it’s the speed of acquisition. So providing support to access the curriculum must be done in a way that allows the EAL student to put chunks of useful language to good use right away.
That is why we have to start with higher academic language. An EAL student of good cognitive ability will be able to learn ‘nevertheless’ just as well as ‘but’. Remember that they do not have the same difficulties with multi-syllabic words as native-born, low-literacy students.
Chances are, they come from a language system that uses a highly complicated set of letter strings and are very used to longer words. Many other languages agglutinate, i.e., they ‘glue’ words together, like in Spanish, German, Hungarian or Turkish, resulting in hugely long words!
Top Tip: Pair work and group work allow fluent peers to model good English and EAL students to practice saying it. Work this into your lesson as often as you can for any key stage!
Below are nine general ways to build this support into your lesson structure, including how a teaching assistant (TA) can be a second pair of eyes and ears for you in your class.Continue reading “9 Strategies to Try with EAL Students Today”