• To raise awareness about EAL pupils
• To make the difference between the
different types of EAL learners
• To know how to help and support EAL
learners access the curriculum in the
• Cognitive ability is not the problem
• Language is the only barrier to accessing
• Some EAL may be SEN, but the rule is to
wait at least 6 months before testing.
• It is an asset to speak more than one
Two types of EAL learners
• Newly arrivals: come to us with very
limited or no English.
• Advanced learners: they have been in the
country for a number of years (at least 2-3).
They sound fluent, pronunciation is good.
They use different languages in different
context: home=first language,
school=English. They have learned to
switch from one to the other. They have
adapted to the culture, they know the social
General tips for newly arrival
•Sitting plan: close to front, but not
at the front; buddy them up with
someone who shares the same first
language (if possible) for the first 6
• After 6 weeks pair them with a strong
English peer model.
• Visuals: pictures, photos, gestures, signs…
• Questions: closed! Simple Yes/No.
• Reading activity: highlight the words they
know. Read text 3 times.
• Simplified version needed? Differentiation.
• Key words: list, translation…
• DO NOT PANIC!!! If he/she isn’t offering
any English. Silent period can last up to a
• They are learning more than you think!!!
It’s a lot better for them to be in your lesson
than one to one.
What do I do?!
• I have a first one-to-one assessment.
• I refer them to County, EAL specialist then
assesses their level in English. I pass on the report
• GCSE Polish, Greek, Russian, Portuguese,
Bengali and this year Cantonese and Mandarin.
• No exams for Latvian, Lithuanian, Hindi…
• Ran different cultural projects
• Others: I have ran different projects with
most of them at some point.
• Meeting once a month with EAL co-
ordinators from Bridgwater.
• Starting to work with English department.