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It’s hard to even start to highlight the challenges of teaching EAL students in such a short article but there are a few key areas to consider:

Including learners of all cultures into the classroom environment and the school

It’s not easy to adjust to the conventions of another culture. Being in a new environment can mean feeling like a permanent stranger in an unfamiliar place. It’s possible for a child new  to English  to suddenly feel unsuccessful at almost every task. This can result in feelings of inadequacy and frustration. The customs in which they grew up may no longer have significance and new, unfamiliar customs unexpectedly have priority. More advanced learners usually already have a good understanding of culture, however, it is important not assume this and to include the home culture of the EAL learner.

Assessing their needs alongside the needs of more advanced native speakers

Assessment in English speaking schools are often geared towards more advanced learners. It’s important to consider what is appropriate for learners who are less-advance in English.

The challenge of learning a new writing system

New writing system can prove an additional challenge to the EAL learner.  Some new arrivals appear to cope well with a new writing system, especially if their home language has many similarities but, without training, issues can occur with children acquiring a patchy understanding of direction, letter formation, phonological processing, lexical processing, orthographical regularities, punctuation, creativity and functions. These 8 elements, in no particular order, are based on Cook (p426-430, 2005) outline of how one might learn to use a second language writing system.

Catering for all the learners in the class, whatever their level of English

It is easy to set objectives too high for the English language learners. Remember that every child should be successful from the most advance at English to those in the beginning stages.

Providing support in the use of effective language learning strategies

It is important to consider the tools that a child can use to help them learn a language. It’s our role as teachers to provide guidance in how to learn English.

Ensure resources are supportive for EAL learners

There is a wealth of resources available to support learners of EAL. These can include authentic resources, ticket/ magazines, photos, newspapers, menus, tourist brochures, personal documents e.g. passport, school reports, tapes with songs and stories, poems, posters, catalogues, postcards, story props, dual language texts, big books, magnetic letters, word games, puppets, objects, published language games, homemade games, simple worksheets, story sequencing cards and  story packs… to name just a few! Make sure resource are easy to use, appropriate and functional.

Further learning - Blog

Girl with rulers
Created: Mon 14th Dec 2020

For those of us who are EAL teachers in school, selecting our language learning outcomes is only one consideration in our planning. Our students attend our lessons primarily to be able to access the language they are facing in their mainstream classes. This means that we need to be very clear about our context, and about what vocabulary and language structures are relevant to that context.

Woman looking up with a lightbulb and question marks above her head
Created: Tue 5th Sep 2023

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.

Created: Fri 8th Jul 2016

Most schools with early stage learners of English will have some form of guided reading record. This record supports the learner, parents and the teacher in acknowledging, monitoring progress and rewarding good reading habits. We do this because we know the profound influence reading has on progress in literacy (not just reading alone. Try reading Krashen, the Power of Reading, 2004).

However, have you considered the impact of a similar record for learning EAL through the use of flashcard activities?