New to English

These strategies support pupils who have been assessed at "New to English" acquisition of English. The EAL Primary profile or the EAL Secondary Profile shows the level which the pupil is working on. If the strategies are highlighted there are resource materials available by clicking on the highlighted text.

Teachers and pupils are encouraged to work across the 3 modes of language – integrating listening & talking, reading and writing into all activities, topics or themes.

Common Strategies

Listening and Talking

use Teddy Talk / Primary New to English EAL Induction Pack (Big Bear Banter resources included) or Secondary New to English EAL Induction Pack
use gesture/visuals/objects to demonstrate actions / events
allow pupil time to listen and absorb and give thinking time for pupil to mentally rehearse words
teach names of adults and peers
use peers to model language/ social language
drilling to practice phrases and vocabulary
plan quality time (daily) with pupil and plan time for free talk and to talk about their work
play games with repetitive language
use paired / small group activities with supportive peers (mixed ability / same language etc)
highlight key words related to classroom activities and routines
use audio/visual props and ICT to provide language contexts
encourage pupil to make links with home language
refer to classroom displays
give clear instructions with consistent use of key words and phrases (repeated if necessary)
play games (including oral, board, card, track games)
focus on meaning: after showing understanding by nodding or smiling, model and extend pupil’s statement
encourage pupil to respond in words and phrases e.g. Can I have …
ask: closed questions; either / or questions; one word answer
focus on pupil’s meaning rather than the words used
provide the words the pupil needs (as long as it doesn’t pre-empt pupils’ responses)
send on simple errands / messages with partner (check out- come!)
set up home/school communication system. Where possible send word lists/key texts home
encourage parents to: talk about school at home; continue to develop L1; discuss school work/ reading in L1
provide talking texts e.g. Epic | The Leading Digital Library for Kids or Oxford Owl Website or Studyladder – Reading Comprehension
Paired (or Partner) Reading /talking about texts with older pupils or PSA in English and home language
Provide texts in home language to read/listen to e.g. WorldStories .
Also you can do a Youtube search for stories in different languages e.g.You tube search for stories in Portuguese for Teenagers
Dual Language Texts in the class and to send home Mantra Lingua UK Dual Language Books

Reading

share reading (books with illustrations)
with younger pupils choose books which have repetitive, predictable patterns of language and are visually well supported
model following print with finger / pen
model letter names and sounds, use ICT for phonics practice e.g. Studyladder
provide talking texts e.g. Epic | The Leading Digital Library for Kids or Oxford Owl Website or Studyladder – Reading Comprehension
Provide talking texts and digital stories in home language e.g WorldStories
Read&Write for Google – use Reader, Translator Tool and Picture Dictionary
Use ICT to demonstrate or explain words and phrases
use dual language texts and picture dictionaries Mantra Lingua UK | Dual language books and picture vocabulary books in English First Thousand Words in English Usborne First Thousand Words : 1
provide visual cues, use props/actions/puppets etc as appropriate
have a rich, clearly contextualised print environment (cross curricular)
establish peer modelling
read back any writing, pupil and teacher
ask for/ provide / demonstrate meanings of words
play word games eg word pairs/word & picture ‘bingo’ etc
DARTS activities including:-
1. - ask pupils to work collaboratively to sequence pictures or words with simple written text, sentences, instructions, processes etc

ask pupil to find/match/highlight letters in words, words in texts, phrases in texts
ask pupils to choose between True/False statements to show understanding of text
label diagrams/texts/pictures/illustrations with prepared cards (words and phrases), matching words to diagrams
gap fill activities
annotate text with translations of key words/phrases into first language
make picture dictionary/word bank in English and home language. Use picture dictionary on Read&Write
pre teach key words prior to meeting in text and also Pip St John materials
ensure word level work is appropriate

Writing

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

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