A number of training opportunities have become available for teachers during the current Covid 19 situation. Please follow the link below.
- For: Primary, Secondary
- Purpose: Best Practice
Resources: Best Practice
SATEAL Conference March 21st 2020 ‘EAL Beyond the Classroom’
Below find links to the flyer and application forms to the SATEAL Conference on Saturday 21st March in Edinburgh University. This conference is open to primary and secondary teachers, PSAs and ASN teachers who are interested in developing good practice with EAL learners.
- For: ESOL, Primary, Secondary, SFL
- Purpose: Best Practice, Information, Literacy Support
New to English Primary
This document gives you some simple strategies and guidance to support New to English pupils in the primary school. It also has a couple of links to useful websites.
- For: Primary, SFL
- Purpose: Best Practice
New to English Nursery
This document gives you some simple strategies and guidance to support New to English pupils in the nursery. It also has a couple of links to useful websites.
- For: Nursery - P1, SFL
- Purpose: Best Practice
MESH Guide
This guide provides lots of links to suggested strategies, activities, research and other materials for teaching EAL pupils. Where you see a blue triangle click to get more information. Lots of good material here which could provide a backbone for understanding the teaching of EAL pupils.
Click on logo for more…. or
http://www.meshguides.org/guides/node/112?n=133
- For: Primary, Secondary, SFL
- Purpose: Best Practice, Dual Language
Understanding and Supporting Multilingual Language and Literacy
Good link to a CPD session hosted by LALCO (Language and Literacy Research Group) looking at:-
- Teachers’ beliefs about meeting the literacy needs of pupils learning English as an additional language
- Bilingualism and (bi)literacy: myths, facts and challenges
- Early reading in languages other than English: similarities, differences and transfer
- Multi-contextual vocabulary instruction for children learning English as an additional language
You can also sign up to the network to access future resources and research findings.
- For: Primary, Secondary, SFL
- Purpose: Best Practice, Information
Strategies for Supporting Writing at Stage 4
- provide visual stimuli for pupils to write from g. photos, video, artefacts eg Literacy Shed
- talk about the structure of English within the contexts of the text eg parts of speech, differences between spoken land written language
- provide opportunities to rehearse before writing
- encourage paired work, possibly with writing partners, to brainstorm ideas before writing and discuss the context and then peer evaluation afterwards
- Use activities such as Dictogloss to practice note taking and use to develop writing
- DARTS activities including;–
- clearly organise information on the board using graphic organisers and provide simple grids or tables for pupils to complete
- use gap fill exercises or cloze procedure to develop awareness of synonyms
- model writing for the pupil and providing good examples
- use writing frames to scaffold first attempts and to encourage paragraphs and structure
- encourage students to learn from their mistakes and use Correction Code
- encourage pupils to punctuate to clarify meaning while writing
- ask pupil to read back the writing to check for flow and continuity
- pre teach new words and broaden the vocabulary around the theme through providing interactive
- develop awareness of word families (eg photograph, photography etc) and semantic awareness (eg volume in music and science)
- encourage the ongoing use of dual language/English to English dictionary as appropriate
- develop understanding of metaphor and idiomatic sayings
- For: ESOL, Primary, Secondary, SFL
- Purpose: Best Practice, Literacy Support
Strategies for Supporting Writing at Stage 3
- provide visual stimuli for pupils to write from g. photos, video, artefacts eg Literacy Shed
- talk about the structure of English and possible similarities and differences with other languages eg. different word order, articles etc. (Omniglot details some common challenges speakers of other languages have)
- provide opportunities to rehearse before writing
- encourage paired work and peer evaluation
- Use activities such as Dictogloss to practice note taking and use to develop writing
- play games / provide activities to help understanding and use of prepositions, match nouns and pronouns, teach articles
- DARTS activities including;–
- provide support for pupils to match simple sentence starters to sentence endings, then ask pupil to copy complete sentences
- ask pupil to sort/sequence simple jumbled sentences
- clearly organise information on the board using graphic organisers and provide simple grids or tables for pupils to complete
- use gap fill exercises or cloze procedure
- model writing for the pupil and providing good examples
- use writing frames to scaffold questions leading to how / why question
- introduce different connectives/conjunctions Connectives and starters word list – basic or Connectives and starters word list – advanced eg because, so, then, but, however etc
- encourage students to learn from their mistakes and use Correction Code
- encourage pupils to punctuate while writing
- ask pupil to read back the sentences to see if they ’sound right’, use Clicker 6 to do this
- pre teach new words through providing interactive display g. of new or key words
- encourage the ongoing use of dual language/English to English dictionary as appropriate
- For: Primary, Secondary, SFL
- Purpose: Best Practice, Literacy Support
Strategies for Supporting Writing at Stage 2
- encourage peer modelling in small groups
- scribe for individuals or use speech to text software (available on Google Docs)
- devise paired and collaborative writing tasks
- use storyboards and story mapping
- Pre Teach new vocabulary
- talk about writing beforehand, as it is done and reviewing
- link the writing activity to the preceding talk or reading
- Use differentiated tasks such as :
- ask pupil to label pictures / diagrams with initial letter cues and use word lists / banks (with illustrations / translations)
- ask pupil to write short phrases of two or more words
- DARTS activities including;–
- provide support for pupils to match simple sentence starters to sentence endings, then ask pupil to copy complete sentences
- ask pupil to sort/sequence simple jumbled sentences
- clearly organise information on the board using graphic organisers
- build semantic web/topic web of related vocabulary
- use gap fill exercises or cloze procedure
- use writing frames from across the curriculum – primary and secondary
- make literacy activities and games to teach phonics
- encourage pupil to write in first language (as appropriate)
- provide example paragraphs and ask pupils to substitute new set of information
- build in writing activities to consolidate new language eg writing crossword clues on key topic vocabulary
- encourage the ongoing use of picture/dual language English dictionary as appropriate
- For: Primary, Secondary, SFL
- Purpose: Best Practice, Literacy Support
Strategies for Supporting Writing at Stage 1
- use individual whiteboards and pens
- model the writing for the pupil and provide modelling and deconstructing tasks
- show/provide examples of different types of writing
- provide key word/common word lists linked to writing tasks
- devise collaborative writing tasks with opportunities to ‘have a go’
- ask pupil to copy short text that has been explained and discussed
- provide opportunities for talk as rehearsal and the use of talking partners prior to starting writing tasks
- DARTS activities including;–
- provide support for pupils to match simple sentence starters to sentence endings, then ask pupil to copy complete sentences
- ask pupil to sort/sequence simple jumbled sentences
- clearly organise information on the board using graphic organisers
- use gap fill exercises
- provide sentence starters
- play simple writing / alphabet card games and puzzles
- ask pupils to copy words matched to pictures / diagrams
- ICT such as speech to text, Clicker 6 etc
- encourage pupil to write in first language (as appropriate)
- prepare differentiated tasks for the pupil to complete while the others work independently
- encourage the use of picture/dual language dictionary as appropriate to age and skills