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In cases where you have an absolute beginner to English, an induction-to-English is supportive. Yes, we need to be differentiating for the curriculum content in class too, but let's help our learners with some of the basics in a regular small group or one-to-one supportive English learning session...
An induction programme (also known as a withdrawal, pull-out, intervention or small-group new-to-English programme) offers initial English support for learners arriving in the English-speaking mainstream with little or no English. Although learners should be present in most mainstream lessons, they can attend a small-group induction class regularly. This kind of group or one-to-one session is designed to help learners to access some of the basic functional English language they need in a welcoming small-group setting whilst providing opportunities for them to feel confident and ready to take risks in language learning. It is intended to support newcomers in feeling safe, settled and valued and to give them a sense of belonging.
Lileikienė and Danilevičienė (2016) found that learners experienced uncomfortable feelings when learning or using a new language. They proved that this anxiety was a powerful predictor for demotivation in language learning and impeded the acquisition of the new language. The research analysis also revealed that the majority of younger respondents demonstrated a higher degree of anxiety. A programme can boost learner confidence in using the language they need to access school life by offering appropriately levelled, relevant content which is fun, engaging, and social for learners with similar levels of English. It can act as a bridge for learners with very limited English to initially:
“‘kickstart’ students’ learning of English and to offer them collective support during their early days and months in an English-medium environment.”
(Sears, 2015)
If teachers are required to raise the level of attainment in the curriculum, they need to provide learners with the tools to access the learning.
“Separate or some kind of 'sheltered' instruction may also be the best option for recently arrived English language learners”
(Gibbons, 2009, see also Carrasquillo and Rodriguez, 2002).
References:
Sears, C (2015) Second Language Students in English-Medium Classrooms: A Guide for Teachers in International Schools, Bristol: Multilingual Matters
Gibbons, P. (2009) English Learners, Academic Literacy and Thinking, Heinemann, Portsmouth
Lileikienė and Danilevičienė (2016) Foreign Language Anxiety In Student Learning, Baltic Journal Of Sport & Health Sciences No. 3(102); 2016; 18–23 Lithuanian Sports University, Kaunas, Lithuania
Resources:
Teaching English as an Additional Language 5-11: A Whole School Resource, available here
Teaching Children English as an Additional Language: A Programme for 7-11 year olds, available here
Everyone is talking about differentiation for EAL in whole class teaching, but how do we actually approach it consistently and effectively?
At Across Cultures we have been developing some systematic ways of approaching this in a structured, yet flexible format. In the downloadable plan you'll see a framework to support EAL teachers with planning for content learning alongside language learning. The plan is based about the theme of sea pollution and provides a writing frame for a persuasive text.
This lesson follow a particular format:
To mute or to unmute? To reply to one or everyone? To use gallery or speaker view?
Learners are often faced with the challenge of carrying out research for their class project work, and often schools invest heavily into non-fiction readers which can be used for such projects. Non-fiction books are a vehicle for learning all sorts of information about life and the way the world works. These books are also invaluable for helping EAL learners to develop a range of literacy skills, which in contrast to fiction books, require a different type of literacy skill because they use a narrative tone (Lines, 2009).