Focus initially on supporting pupils to listen, understand and speak. Some bilingual children often listen actively but they do not have the confidence to speak English in the early stages. Very often learning is taking place silently. This could sometimes take a long time and should not cause immediate concern. Listen to Pie Corbett!
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Pupils with EAL should be placed according to their chronological age where possible.
Pupils with EAL should be placed with more able groups, so that they get the best role models and can be helped to reach their potential more quickly.
Pupils with EAL should have access to all classroom activities. Some will need to be supported or differentiated.
Try to encourage a language activity or game with a group on a regular basis; to allow learners to acquire new vocabulary.
Do not worry if the pupils are silent. This is normal and will improve as they settle in socially and gain confidence.
Use pictures, photos, artefacts, drawings, gestures, maps and graphics to aid understanding.
Use other pupils to act as a buddy to help the child and look after them at breaks; to show them the ropes, etc.
Allow the pupil to copy from others.
For younger pupils, or those not literate in their first language, a pictorial dictionary is very helpful.
Please encourage the use of a bilingual dictionary and give glossaries of new topics in advance, so that pupils can look up meanings and search in their native language beforehand.
Please be prepared to repeat instructions.
Include the pupils with EAL in paired reading schemes.
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There are different ways to value the home language and provide opportunities to welcome pupils from other nationalities in the school.