You enjoy teaching and, like every other teacher, you want the best for every learner. Recently, you have found a steady stream of learners coming to your school with little or no English. You aren’t really sure how to provide the best possible education for them, when they are struggling to understand the English in your already differentiated lessons.
This book provides you with a programme for use as an induction-to-English, complete with integral assessment. It provides guidance on how to bridge the gap between these learners and their peers. It is suitable for learners of any language background (including those not literate in their home language) due to the focus on learning through images. It also includes suggestions on how to include parents who are new to English and ideas on family learning. You’ll find an EAL framework to provide structure to your EAL provision across the school, as well as guidance on how to approach class teaching.
Developed from good practice in schools and informed by research, this programme is designed to move learners into English quickly. It uses a visual, structured approach that works alongside immersion in the mainstream.
Table of Contents
1 An introduction to teaching children English as an additional language (EAL)
The benefits of the programme
2 An introduction to the programme
How it works – in theory
How it works – in practice (including assessment)
Guidance on planning and teaching the programme
Creating a successful lesson
3 The programme
The programme overview
Induction session contents
Induction session details and resources
Session 1: Making Friends
Session 2: Counting 1-20
Session 3: Colours & the classroom
Session 4: Classroom vocabulary and a/an
Session 5: What’s that in English?
Session 6: His, hers, yours, my
Session 7: Numbers 20-50
Session 8: Likes and dislikes
Session 9: Subject +verb +object
Session 10: Animals and plurals
Session 11: This, that, these, those
Session 12: Imperatives
Session 13: Immediate family and have got/has got
Session 14: Extended family and possessives
Session 15: Description and had got/have got
Session 16: Sports and Do you like… yes, I do/ No, I don’t
Session 17: Can/ can’t for ability
Session 18: Ordinal numbers
Session 19: Hobbies
Session 20: Have you got …?
Session 21: Classifiers
Session 22: How much/ How many…
Session 23: Home and there is/are
Session 24: Prepositions
Session 25: Can/ can’t for permission
Session 26: Do you / does he…?
Session 27: Would you like …?
Session 28: Feelings
Session 29: Shops and places
Session 30: Directions
4 EAL Framework
EAL Framework for Whole School Development
Guidance on differentiation for EAL learners in class
Modes of collaboration
5 Including Families
Family learning framework
English for parents in schools
Appendix 1 Baseline assessment
Appendix 2 Baseline assessment answers
Appendix 3 Assessment for learning forms
Appendix 4 NASSEA EAL Assessment Overview
Appendix 5 Small group support record
Caroline Scott has a wealth of experience in supporting young emergent bilingual learners within culturally rich, internationally minded learning environments. Caroline has taught at schools in Europe, Southeast Asia and the Middle East, where she has also trained other teachers in supporting language learning with the curriculum.
Caroline was the founding Head of Primary at a British International school in Cairo, Egypt (a 3–18 IPC school) and the Primary Principal at an International School in Milan, Italy (a 3–18 IB PYP school). She has also held a number of class teaching, EAL coordinator, senior leadership and advisory roles in the UK.
Caroline is the author of Teaching Children English as an Additional Language: A Programme for 7–11 Year Olds and Teaching English as an Additional Language 5–11: A Whole School Resource. She is the creator of the Learning Village (www.learningvillage.net), an online learning programme for 6–14-year-old English language learners in schools where English is the language of instruction and Community Village (www.communityvillage.net), a blended learning programme for supporting parents who are new-to-English entering English medium schools. Through this programme and her books, she designs resources for learners, as well as training programmes for teachers, to assist them in leading EAL in their school. Caroline is also the editor of the EAL Teaching newsletter, a free monthly EAL newsletter for teachers. She has a keen interest in education technology.