Practical Case Study Series #1 – SEN or EAL?

Student N: The slow processor?

Normal bilingual learner or special need?

Student N was a casual admission, i.e., mid-year, and came to our secondary school directly into Year 9. She seemed happy, socially confident and willing to learn, but was extremely slow to acquire English. In the group of students who were all new admissions, she was making the slowest progress out of all of them.

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9 Strategies to Try with EAL Students Today

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.

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