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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:
1. Pre teach vocabulary of the text type. There are many games for supporting learners with remembering new vocabulary.
2. Introduce the theme, text type and ensure comprehension of text.
3. Reproduce sections of the text day by day with support of writing frames, the vocabulary learnt and the text.
4. Recreate the entire text without support.
Intermediate EAL learners have developed a certain level of fluency in spoken English, allowing them to communicate with peers effectively in the school environment. However, they may still benefit from building topic-related vocabulary aligned with curriculum demands and receiving structured support to help them develop their accuracy and confidence in English. Many of the strategies we use with EAL learners in the early stages of language learning will still be appropriate with intermediate EAL learners, but with increased complexity in the language and content offered.
As a child progresses through education, the development of strong connections between their parents and teachers is vitally important (Drake, 2000). Effective home-school partnerships and parental involvement in children’s education have traditionally been a strong predictor of student academic achievement and - ultimately - success (Epstein, 2001). Therefore, understanding the powerful role of parents and the ways in which they can be an effective influence on their children is crucial in our effort to provide a truly supportive learning environment for students.
Small-group teaching is an approach in which learners are divided into small groups of roughly 4-8 students and work together supported by a teacher. It is a highly effective way to improve learning outcomes, particularly for EAL learners.
Small-group teaching can be focused on an induction to English, gap-filling areas of challenge or need, or pre-teaching content in the curriculum.