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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.
Stories are a powerful way for children to develop language skills and connect with their culture. Specifically, for EAL families, storytelling in their home language is a way to preserve cultural traditions and is an essential part of their children’s multilingual development.
The National Learning and Work Institute (2018) completed a randomised controlled trial of a Community-Based English Language intervention aimed at people with very low levels of functional English proficiency. Findings showed “a strong and clear positive impact that attendance on an intensive 11-week Community-Based English Language course has on both English proficiency and social integration for those with relatively low levels of English proficiency.” (Integrated Communities English Language Programme, 2018).
In ESOL classrooms, we often find that language is both the medium and the barrier. ESOL learners may understand ideas, routines, and concepts long before they can express them confidently in English. However, when teaching relies too heavily on spoken or written language, many learners can feel excluded from full participation and this can turn into a challenge. This is where images play a crucial role.