200 pages | 453 B/W Illus.
You enjoy teaching and, like every other teacher, you want the best for every English as an Additional Language (EAL) learner. However, recently, you have found a steady stream of learners coming to your school with little or no English and 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.
You’d not only like some guidance on how to bridge the gap between these learners and their peers, but some suitable resources for that initial induction as well as some guidance on catering for a variety of language learners in the classroom.
This book provides you with an induction to English complete with integral assessment (alongside suggestions on how to include parents who are new-to-English and ideas on family learning). You’ll also find an EAL framework to provide some structure to your 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 induction-to-English is designed to move children into English quickly through a visual, structured approach to learning English which works well alongside immersion in the mainstream.
1. AN INTRODUCTION TO TEACHING CHILDREN ENGLISH AS AN ADDITIONAL LANGUAGE (EAL)
2. TEACHING CHILDREN WITH EAL: AN INTRODUCTION TO THE PROGRAMME
• How it works – In theory
• The Benefits of the Programme
• How it works – In practice
• Guidance on planning and teaching the programme
3. TEACHING CHILDREN WITH EAL: THE PROGRAMME
• Unit Overview
• Emergency language sessions
• Unit 1: Getting to Know You.
• Unit 2: What’s this in English?
• Unit 3: I like Literacy.
• Unit 4: My favourite animal is a cat.
• Unit 5: Have you got any brothers and sisters?
• Unit 6: I like football.
• Unit 7: Have you got any sugar?
• Unit 8: There is a shower in the bathroom.
• Unit 9: Can I have a glass of water please?
• Unit 10: Where is the library?
• Unit 11: How much are the blue trousers?
• Unit 12: I wake up at seven o’clock in the morning.
• Unit 13: What time do you get up?
• Unit 14: How are you feeling?
• Unit 15: How do you get to work?
• Unit 16: What are you doing?
• Unit 17: I ran to school.
• Unit 18: Did you watch television yesterday?
• Unit 19: You must walk slowly because…
• Unit 20: It is going to rain tomorrow in Bangladesh.
• Unit 21: You are fast, the fastest in the school.
• Unit 22: Revision
• Resources to Support the Programme
4. TEACHING CHILDREN WITH EAL: TIPS ON INCLUSION
5. TEACHING CHILDREN WITH EAL: LEARNING TO LEARN INCLUDING BLENDED LEARNING (NEW CHAPTER TO REPLACE RESOURCES)
• How do we support children in taking responsibility for their learning
• Providing EAL family learning to ensure that support continues at home
• EAL Guidelines
• Assessment NEW GUIDELINES AND NEW EAL FRAMEWORK