Download resource

Please enter your details to download this resource
Login
 

Enter your details to access this video

Or if you already have an account login to watch the video (if you don't you can register here).
Login
Approximate reading time: 1 minute

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.


More articles from our blog

Created: Mon 9th Oct 2017

While it can be argued that EAL learners have an entitlement to experience a full and varied curriculum through complete class immersion and no withdrawal, some would argue that learners benefit from being withdrawn for time limited support to help them develop their English language in order to assist them in accessing the curriculum (NALDIC, FAQ Podcast, 2017).

If learners are unable to access the lesson content, they can feel frustrated and a sense of failure. Learners need to feel confident and successful.

Lego blocks
Created: Tue 27th Nov 2018

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).

ESOL learners using their first language (L1) in class
Created: Mon 3rd Feb 2025

Immersion in the new language and regular practice are fundamental aspects of fluency development in second language acquisition and instruction. However, there is much discussion on the benefits of using learners’ first language (L1) in language lessons (Cummings, 2007). This article explores some of the main benefits of incorporating students’ L1 in ESOL instruction as well as some practical ideas for activities that could be used for this purpose.

Back to Blog