| 1. |
Plan all lessons with the needs of EAL pupils
in mind. |
| 2. |
Explain the objectives of the lesson clearly and utilise
warm-up sessions to motivate and activate previous learning. |
| 3. |
Define targets clearly, ensure they are simple and obtainable,
write the targets down for the first-stage learners and
tick them off as they are achieved. |
| 4. |
Illustrate items from the pupils’ cultural backgrounds
and from what the pupils’ are interested in. |
| 5. |
Pay particular attention to vocabulary and structures
in the lessons. |
| 6. |
Maximise the use of talk as a learning tool, including
role-play. |
| 7. |
Encourage pupils’ to discuss and share their linguistic
knowledge. |
| 8. |
Allow extra time to complete written tasks and use adults
as scribes. |
| 9. |
Provide writing frames at appropriate levels of difficulty. |
| 10. |
Ensure EAL pupils are grouped with peers who are the
best models of English as well as speakers of their OWN
language whenever possible. |
| 11. |
Have a high status policy to enable more advanced EAL
pupils to be buddies to new arrivals who share a common
language. |
| 12. |
Promote classroom practice that encourages and rewards
peer support. |
| 13. |
Pre-teach vocabulary and key concepts in the home language. |
| 14. |
Provide vocabulary lists on the board and in writing
to be taken home. |
| 15. |
Hold parent groups (using interpreters if necessary)
focusing on how to help children at home. |
| 16. |
Forge links with supplementary schools. |
| 17. |
Use mime, puppets, demonstrations, artefacts, and visual
aids including multilingual/ multicultural displays to
create a positive learning environment. |
| 18. |
Use inclusive seating arrangements. |
| 19. |
Encourage the use of home language to write. |
| 20 |
Provide bilingual resources such as dictionaries, texts,
tapes, and videos. |
