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Questions for bilingual teaching assistants

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Template for reflection on provision

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Initial Maths assessment

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Parent information card

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Parent introduction card

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EAL scheme of work

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Phonics tricky words flashcards

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Successful ways to motivate your learners checklist

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Lesson plan on self-assessment

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Healthy eating resource

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International mother language day activities

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Minibeast activities

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Trade goods introduce me activity

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Bug team game

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Subject-specific vocabulary booklet

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Home school diary

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Adjective flashcards

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Adverbs flashcards

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Conjunctions - because and so - flashcards

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Personal pronouns flashcards

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Basic verbs flashcards

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Feelings flashcards

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Classroom instructions flashcards

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Hygiene text resource

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Hygiene text deconstruction and reconstruction

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Effective EAL support poster

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9 Essentials for the EAL classroom factsheet

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Observation of pupil chart

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Phonics tricky words assessment sheet

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EAL progress review grid

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Parents' evening summary sheet

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Collaborative planning document

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Non-fiction text activity ideas

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Story-telling stages

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Helpful language for learning English in Science

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Games for young learners

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English language learning record

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Tricky word activities

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Top 2,000 high frequency words

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Teaching note-taking skills

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Question and answer prompts

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CLIL lesson plan

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Bilingual vocabulary sheet

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Winter story and activities

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Download resource

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Text types professional development activity

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Teaching 'online English' resource including flashcards

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Personal mistakes profile

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Correction code

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Lockdown engagement activities

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EAL welcome book

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Rainforest reading comprehension

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EURO 2020 learner resources

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Plant and animal cells flashcards

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Summer learning activities

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Created: Mon 17th May 2021

As school teachers faced with EAL learners in our classrooms, we often push the teaching of phonics down the list, especially at secondary school level. Yet communication is dependent on comprehensive pronunciation when speaking, and on decoding graphemes when reading. Consider for a moment the impact mispronunciation can have on accurate communication. For example, if I ask for soap in a restaurant, I might be faced with a blank stare! This error is caused by confusing two very similar phonemes in soap/soup.
 

Created: Mon 26th Apr 2021

What is a cloze procedure?

Cloze procedures are taska where learners fill in the blanks in a text from which entire words have been omitted. Learners decide on the most appropriate words to fill the gaps from a bank of provided words. The word 'cloze' (close) is derived from the word 'closure', whereby participants complete a not quite finished pattern or text by inserting or choosing words to give the text closure (Walter, 1974).

EdTech: child learning remotely
Created: Fri 19th Mar 2021

It's now almost exactly a year since the UK education system went into lockdown. The ruling that schools must close to almost all pupils was a shock to teachers, pupils, parents and everyone involved in the education system - and the repercussions of the immediate crisis continue to ripple through our lives.

Created: Mon 8th Mar 2021

Lockdown engagement: In January, we commenced another lockdown in the UK and put our recovery curriculum on hold. The question on most of our minds was immediately: "How will our EAL learners progress without the English academic and social interaction school provides, and which they need in order to flourish in their language learning journeys?"

Created: Mon 1st Feb 2021

Author: Catherine Brennan, Director, Better Bilingual CIC


To mute or to unmute? To reply to one or everyone? To use gallery or speaker view?

Created: Fri 1st Jan 2021

Author: Breda Matthews, EAL Specialist

Teaching in a way that is responsive to the diversity in our classrooms has a huge impact on the learning outcomes of English language learners. Strong school-family relationships, culturally responsive classrooms, and the deliberate use of effective teaching strategies can help English language learners to succeed at school.

Created: Mon 14th Dec 2020

Author: Miranda Howell, EAL Specialist

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.

Created: Sun 8th Nov 2020

Author: Eli Briasco

Think about the last lesson you taught to English language learners. I’m sure you did some form of planning beforehand. I imagine you probably asked several questions throughout the lesson as well. After all, the foundation of effective teaching is interaction with learners. However, did you think about the questions you were going to ask when you were planning? Did you write down any key questions?

Created: Wed 7th Oct 2020

Author: Breda Matthews, EAL Specialist

Created: Tue 18th Aug 2020

Author: Isabelle Bridger, EAL Specialist

As educators, we are naturally reflective creatures, habitually revisiting lessons in our minds to see if we could somehow improve. Could the outcomes have been better? Were the discussions rich and high in quality? Was the balance of activities right to get the best possible language learning progression? Here, we will explore how to get the right balance in lessons, as well as suggesting activities.