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If you have EAL new arrivals in your school with limited English, you need a scheme of work in English that supports learners with language learning alongside the curriculum content you are delivering. This is to ensure young learners are understanding the basics of language needed for success.
Learning can be split into two parts:
The downloadable scheme of work for providing learners with the survival language they need for later success with academic language. They are split into sessions. Often, it takes a huge amount of time to prepare resources to support learners with the survival language alongside the academic language they need to access the demands of the curriculum.
I have been teaching English for over 20 years and in that time I have held various teaching titles; I had a different acronym depending on which country or school I was teaching in. Over the past 20 years, I have been an ESL, an EFL, an ESP, an ESOL and an EAL teacher. As you can see, ELT - English Language Teaching - comes with a whole host of acronyms. I will identify and describe them below.
*All terms below refer to students whose mother tongue is not English and who are learning English.
Language learning strategies are tools to facilitate language learning that should be adapted to suit the needs of each individual.
There aren't a set of language learning strategies that makes you a perfect language learner, each student learns differently. However, there are some guidelines on the strategies others have found successful that can be provided to students to help them make more effective use of their time studying. It's important that students understand how they learn and what strategies are more effective than others.
SEND learners, particularly those with speech and language difficulties, can find comprehension more challenging for a range of reasons. Understanding of subject-specific vocabulary and inference can be difficult areas for some learners.
Tip or Idea: Start simple! Use single images or short sentences and talk about what is happening. Can your learner relate this to an experience they have had themselves?