1. WALT (We Are Learning To)1 2
Language for Learning
Access useful information on EAL students
Plan for effective support for EAL students
Develop skills in supporting language development
WILF (What I’m Looking For)
Thinking about how to meet the needs of individuals in our classrooms.
DO NOW: Have a go at answering the quiz questions.
Answers will be revealed throughout the session.
Think, Pair, Share
What other questions does this quiz raise?
What would you still like to know?

2. Q1) What percentage of students in GGS are EAL
Q1) What percentage of students in GGS are EAL? 2) How many different languages are spoken by students at GGS? 3) Where can a member of staff find information (language proficiency, contextual info, academic progress and interventions) about the EAL students which are monitored? 4) What does BICS stand for? 5) What does CALP stand for? 6) Which is developed faster: BICS or CALP? 7) What are the biggest challenges to learning faced by our EAL students? 8) What strategies do EAL students find the most helpful?
Q1) What percentage of students in GGS are EAL?
2) How many different languages are spoken by students at GGS?
3) Where can a member of staff find information (language proficiency, contextual info, academic progress and interventions) about the EAL students which are monitored?
4) What does BICS stand for?
5) What does CALP stand for?
6) Which is developed faster: BICS or CALP?
7) What are the biggest challenges to learning faced by our EAL students?
8) What strategies do EAL students find the most helpful?

3. WALT (We Are Learning To)1 2
Language for Learning
Access useful information on EAL students
Plan for effective support for EAL students
Develop skills in supporting language development
I want to be a citizen of the world

4. George Green’s School
The proportion of students who speak English as their second language is more than four times the national average.
National 14.4
GGS 76.2
EAL (Code A-E, who have lived in the UK for less than two years on entry) 81 students 15 different languages

5. Encouraging social integration
2) Being aware of the implications for all students of the composition of different classes and tutorial groups by focusing on the ratio of EAL/ non-EAL students and the dangers of clustering EAL students in lower sets. the danger of automatically locating EAL students with SEN students’ needs to be avoided.
1) Recognition of the multilingual profile of the school which involves validating the bilingualism of EAL students (if not multilingualism), encouraging reference to home languages within the context of learning, social ethos and values of the school.
3) Achieving clarity on the strategies required to help social integration and in relation to this, the attitudes towards EAL students’ use of L1 in school. this can involve developing continuity between effective strategies to promote integration in the classroom and outside the classroom.
The Bell Foundation report, 2014

6. WALT (We Are Learning To)1 2
Language for Learning
Access useful information on EAL students
Plan for effective support for EAL students
Develop skills in supporting language development
Information
Assessment on arrival
Contextual information added to EAL list of students
X-over meetings
Coordination
EAL schemes of Learning to reflect English Schemes of Learning in all years.
CPL for all teachers.
Teachers to use interventions grid to inform them about students’ needs.
Teachers to use intervention classes to help them.
Interventions
Pastoral pm reg groups
KS3 EAL literacy classes
KS4 ACSU classes
ESOL course and qualification for y10 and 11.
TA support for under achievers/ teacher requests/ student requests.
Social Capital programme (trips)
Communication
Tracking under achievers and interventions across school.
Communication with parents and students at review days.
IEP snapshots

7. WALT (We Are Learning To) Building relationships1 2
Language for Learning
Access useful information on EAL students
Plan for effective support for EAL students
Methods for supporting language development
Building relationships
J:\Staff Only\Learning Support\EAL\EAL \List of students
On this grid, you will find:
Proficiency codes
Contextual information
TA comments
Interventions
Grades from recent DC
List of underachieving students
BEH analysis

8. WALT (We Are Learning To) Building relationships1 2
Language for Learning
Access useful information on EAL students
Plan for effective support for EAL students
Methods for supporting language development
Building relationships
J:\Staff Only\Learning Support\EAL\EAL \List of students
Think, Pair, Share
How might this information be useful?
On this grid, you will find:
Proficiency codes
Contextual information
TA comments
Interventions
Grades from recent DC
List of underachieving students
BEH analysis

9. WALT (We Are Learning To)1 2
Language for Learning
Access useful information on EAL students
Plan for effective support for EAL students
Develop skills in supporting language development
What do the students think?
Some favourite strategies:
Third person in a pair
Practical explanations
Visual aids
Checking understanding
What do these mean? Spend 2 mins preparing with your partner for questioning.

10. WALT (We Are Learning To)1 2
Language for Learning
Access useful information on EAL students
Plan for effective support for EAL students
Develop skills in supporting language development
What do the students think?
WILF:
Challenges that EAL students face.
Strategies that work well.
Explanations for this
Use of key words.
Dictogloss for modelling language/ teaching content.
Only listen.
You can make notes.
Make more detailed notes.
With your partner, try to reconstruct the paragraph in full sentences. It does not have to be the same as mine.

11. WALT (We Are Learning To)1 2
Language for Learning
Access useful information on EAL students
Plan for effective support for EAL students
Develop skills in supporting language development
Reciprocal reading.
What do our EAL students tell us about how we can help them?
WILF:
Challenges that EAL students face.
Strategies that work well.
Explanations for this
Use of key words.

12. The questioner/ prober What questions can you ask about what you have read? What does this mean? I don’t understand. Is this positive or negative?
The clarifier
Can you answer any of our quiz questions?
Can you identify any of our key words?
Can you explain or look up any difficult words?
The summariser
Find examples of:
Challenges EAL students face
Effective strategies for supporting.
WILF
Highlight areas in the text that you want clarifying.
Get some questions ready to ask.
WILF
Clarification of difficult words
Clarification in answer to the questions.
WILF
A summary of the important information for our enquiry.

13. A large percentage of EAL students in our school feel that the biggest challenge to their learning is in understanding what task questions or exam questions are asking them to do. They may also find it difficult to complete work within time constrictions. While many EAL students will develop basic interpersonal communication skills rapidly, it can take much longer to acquire the cognitive, academic language proficiency needed to demonstrate higher-order thinking. New- arrival students need to be exposed to academic language and need to be given time and opportunity to absorb it. The ‘third person in a pair’ is a good strategy for encouraging this. According to many EAL students, it is important for the teacher to check their understanding on a one-to-one basis after having explained the task to the whole class. This is because repeating instructions helps them to listen to all expectations and also because many are reluctant to draw attention to themselves in front of other students. An effective strategy for supporting EAL students is to provide them with keywords, which will be mentioned in the lesson and which can be used in the task. Visual aids such as images, diagrams, graphs and symbols help to clarify the meaning of these key words. Some students also like to have questions or keywords translated into their first language while others like to ascertain the meaning of the word through practical examples or other words in English. Each student has individual needs and learning preferences and they almost always appreciate being asked about this.

14. WALT (We Are Learning To)1 2
Language for Learning
Access useful information on EAL students
Plan for effective support for EAL students
Develop skills in supporting language development
Reciprocal reading.
How useful was this strategy for supporting students in reading daunting texts?
WILF:
Reflect on this language for learning technique

15. Planning for effective support for EAL students. WILF:
WALT (We Are Learning To) 1 2
Language for Learning
Access useful information on EAL students
Plan for effective support for EAL students
Develop skills in supporting language development
Planning for effective support for EAL students.
WILF:
Thinking about individual needs and group needs.
Planning for how to use strategies for individual EAL students.
Planning for teaching language for learning.
1) Think of an EAL student that you teach or a language feature you will be teaching.
2) Ask your partner questions and use the flowcharts to give them advice.
3) Discuss as a pair which strategies might be useful to try with your students and why.

16. Welcoming new-arrival students into your classroom.
Is the student new to the country?
Have they studied your subject before?
Yes No
Can you have a conversation in English?
Yes No
Yes No
Try:
Translating all hinge questions for each lesson.
Allowing the student to work in their first language at first. But sit them next to good language model (not EAL).
Allowing the student to communicate with others in their first language.
Giving them key words with visual aids to understand and to use.
Allowing them to be silent and giving them plenty of opportunity to listen to academic language.
Providing plenty of opportunities for them to relate the work to their culture/ home country.
Try:
1) Asking about themselves and their prior knowledge in the subject area.
2) Showing them a list of strategies and asking them what works well for them.
3) Give them key words/ concepts/ topics in advance and explain to them when and how you will be checking their understanding of these.
4) Providing plenty of opportunities for them to relate the work to their culture/ home country.
Try:
Referring to anything they might have previously learnt and building on that.
Sit them next to a hard-working student with good English language skills.
Ensure they have the right level of challenge.
Try:
Allowing them to work in pairs/ groups wherever possible.
Set up this group work so that they have a clear role and clear expectations.
Give them keywords/ topics to check their understanding of.
Give them optional work to catch up on in their own time.

17. What aspect of language are you focusing on?
Language for learning.
What aspect of language are you focusing on?
Reading
Listening
Speaking
Writing
Try:
Reciprocal reading for getting the most out of a text. Differentiated roles.
Venn Diagram for identifying different arguments or points. Differentiated texts.
Jigsaw activities for reading for detail.
Try:
Dictogloss for modelling academic language and for listening for specific detail.
Third person in a pair.
ABC or Pose, Pause, Pounce, Bounce questioning.
Asking students to explain using other words. (keyword games).
Try:
Using clear oracy roles.
Establishing clear expectations for structure of speaking. (debates).
Interesting, open-ended stimuli for think, pair, share, p4C or questioning.
Teaching words for expressing: analysis, reactions (feelings), evaluations.
Try:
Teaching and learning cycle for modelling
Reflective editing for improving writing.
Dictogloss for modelling writing.
Planning grid for organising thoughts.
Scaffold for peer/ self evaluation.

18. WALT (We Are Learning To)1 2
Language for Learning
Access useful information on EAL students
Plan for effective support for EAL students
Develop skills in supporting language development
Reflection
What do you already do well?
What would you like to do more of?
Is there anything new you would like to try?
How will these ideas inform your planning? Choose one strategy that you will try for one student or for a whole class.

19. Context and Social Capital
Groupings
Always put EAL students in a group with an English-Speaking language model.
Buddies not for too long.
Specific roles in group work.
The ‘third’ person in a pair in early stages.
Use of mother tongue
Translating questions.
Stretch and challenge and Higher Order Thinking.
Allow students to communicate in mother tongue.
Give gradual attainable targets for their use of English. (e.g. give them warning that you will expect them to contribute verbally next time. Differentiated questioning)
Think, pair share or bounce questioning with mother-tongue speaker.
Including other languages into the lesson. Teaching words to the rest of the class = ownership, participation and multiculturalism.
Use of English
Keywords
Repetition
Spelling tests
Academic English (not dumbed down)
Good language models and plenty of exposure.
Distinguishing between formal and informal and slang.
Context and Social Capital
Trips planned into curriculum for opportunities to see the bigger picture and to use English outside of school context.
Inclusion of other languages and cultures planned into lessons.
Contextual information on each student
Bilingual dictionaries/ English dictionaries
Plan using dictionaries into lessons.
Teach skills in this.
Beneficial for whole class.
TA Support
Use TAs to question students to check progress and to provoke thinking.
Plan objectives for TAs to measure in each lesson.

20. MODELLING! Questioning Translate hinge questions
Access to higher order thinking.
Closed questions for early-stage EAL students
Plenty of thinking time and pair discussions.
Ask them privately before you ask them in front of the class.
Use of RAG or moving around the room to show opinion.
Use of peer assessors and tick lists in groups of three for feedback.
Planning for Language for Learning
Personalise content wherever possible
Think about clear group roles
Preteach vocabulary
Model, Model, Model!
Teaching and learning cycle.
Reciprocal reading – c;ear roles for breaking down texts for detail and meaning.
Dictogloss modelling- listening and recreating writing.
Refelective editing – improving writing step by step.
Venn diagram for extracting arguments
Table for planning arguments.
Marking
Access to success criteria (translated or explained)
Literacy marking
Do not interrupt fluency
Peer evaluation: Scaffold and model targets.
Enable students to identify and to explain common errors specific to their individual understanding and use of English
Praise and rewards
Praise any attempt at use of English.
Principled
Collaborative
Effort
Use other students as examples and models
Home learning tasks
Very specific questions and expectations.
Sources for students to find information.
Relate to home country if appropriate.
Develop independent learning.
MODELLING!