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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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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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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. 

Created: Mon 29th Jun 2020

Author: Caroline Scott

Transitioning successfully between extended home and school learning has been the struggle of every affected school, across the globe, since the onset of the pandemic. None of us could have predicted what was about to happen back in January of 2020 and we still struggle to comprehend the enormous scale of the struggle.

Created: Thu 4th Jun 2020

Author: Isabelle Bridger-Eames, EAL Specialist

This article constitutes a discussion on key approaches to AfL, which schools, such as the British School of Kuala Lumpur, have been using to get the best possible outcomes for their learners in virtual and physical learning environments.

Created: Wed 3rd Jun 2020

Author: Catherine Brennan, Better Bilingual

Created: Wed 20th May 2020

Author: Caroline Scott

If you have the opportunity to use a bilingual support partner to help families who have learners working from home, it may be useful to prepare a list of questions for this staff member to ask. Bilingual support is extremely useful when making contact with parents who speak little or no English.

General care

Created: Wed 29th Apr 2020

Author: Caroline Scott

Created: Wed 4th Mar 2020

Author: Lois Francis, Ethnic Minority Achievement Adviser, Integra Schools, South Gloucestershire Council

It is often easier for learners who are new to English to cope with the arithmetic areas of the mathematics curriculum, rather than with problem-solving activities, as the former require the use of less English.

It is important that children learning EAL are familiar with and able to use mathematical language to achieve their potential in all areas of the subject.

Created: Mon 27th Jan 2020

Author: Sarah Jones

International Mother Language Day (IMLD) is a worldwide observance celebrated annually on 21st February. It promotes awareness of cultural and linguistic diversity and international understanding through multilingualism and multiculturalism.

Background

Created: Mon 30th Dec 2019

Author: Yzanne Mackay

New Year is a time to take stock – and often to think about making changes. One of the most common New Year’s resolutions is to try to eat more healthily. But how do you explain healthy eating to new arrivals who don’t have a firm grasp of English?

Created: Thu 5th Dec 2019

Author: Dr. Anne Margaret Smith

There are many similarities between music and language, in the way they are organised, processed and produced. Music therefore has enormous potential as a language-learning tool, and one that can be appealing to even the least engaged or confident learners.

Created: Mon 18th Nov 2019

Author: Sarah Jones

In September 2015, Lea Forest Academy took on an additional class of 16 Year 2 newly arrived EAL children. Eight of these children had never been schooled, while eight had had some schooling experience in their home country. The school had no specific EAL provision in place or trained staff.

What did they do?
Where did they start?


The greatest intentions

Created: Mon 14th Oct 2019

Author: Yzanne Mackay

"Parental involvement is invaluable for any new arrival in transition. The learner’s family may be the only group of people who truly understand their transition. The parents may have very little understanding of what happens in an English-speaking school or the approach you have to education. Parental involvement will help you to understand more about the child’s life as well as build a valuable rapport and level of trust between all parties.”
(Scott, 2012)


Moving from one culture to another

Created: Thu 29th Aug 2019

Authors: Caroline Scott, Yzanne Mackay

“Scaffolding is the process a teacher uses to model or demonstrate how to solve a problem (in the case of language learning, to support learners with using the language needed to articulate themselves). After modelling, they step back, offering support as needed.” (Scott, 2019)