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Coming in the New Year… a series of articles with free downloadable teaching tools and resources! They will be written and produced by Jessica Tweedie. Jessica Tweedie is a primary trained teacher with 17 years experience as an EAL specialist teacher. Having worked in over 22 schools she has experienced both being employed as a dedicated EAL teacher in one school and peripatetically across authorities as part of an EAL team. Her career has spanned working both nationally in the English mainstream and internationally in Southern and East Africa in International schools (both IBO and British). She has experience of working as a manager and setting up systems that work for the EAL learner and has always ensured that she continues to be a practicing EAL teacher, exploring new ideas and methods to enable students to access the curriculum - in both pull out and push-in lessons and always working in partnership with mainstream colleagues. She has recently moved back from East Africa and is currently working as an EAL teacher and EAL Co-ordinator in Oxford, UK.

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Further learning - Blog

Raising (self) awareness of neurodiversity: learning about ourselves in comic form

Created: Thu 7th Dec 2017

Truly inclusive practice extends beyond adapting materials or managing the classroom so that everybody can access the course content. It is about building a classroom culture where everybody genuinely respects and supports each other, and embraces the diversity inherent in our communities. This is more easily achieved if the members of the group understand themselves well, and what makes them different from each other.

Teachers TV: Engaging Pupils Learning EAL

Created: Wed 12th Feb 2014

A few useful tips on supporting  new arrivals, note the induction and the need for both withdrawal and in class learning.

Child scared of Maths equations

Using language skills for Maths

Created: Sun 27th Mar 2022

Studying mathematics in an English-medium school presents learners of English as an Additional Language (EAL) with a double cognitive whammy as they grapple with learning English and maths at the same time. Understanding maths is more than just knowing how to add and subtract; it also requires learners to use language to make sense of what they are studying, so that they can apply their maths knowledge in real life (Ramirez, 2020; Winsor, 2007). All learners need to be able to discuss their mathematical thinking in order to clarify and embed their understanding of new concepts.

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