Every child will come with prior learning, even if they have not been in an educational setting before. It is really important to know what the child already knows in their first language as any existing knowledge, concepts and vocabulary will be much easier to learn in English if they already know them in their first language. A child who knows the word ‘blue’ in Polish will not need to learn the concept of colours again, only the English word for ‘niebieski’. A child who can read and write at length in their first language does not automatically need to go back to learn all of the concepts of decoding, blending, characterisation, adjectives etc again. However, they may need to learn things such as character formation, English letter sounds etc if they are literate in a language other than English.

Encourage parent/carer(s) to continue supporting and developing first language at home.

If the child is literate in their first language it will be helpful to support them through bilingual dictionaries, glossaries and translanguaging. The EAL service has a range of first language (L1) resources available. Other resources are available from a range of sources: dual language dictionaries (as above), Twinkl, Mantra Lingua etc. Even where children are not literate in first language it is helpful to use L1 resources to show children you value the first language, and they can still be used to support learning, particularly if they are supported by audio.

Provide lots of good models of English, written and spoken (through books, resources, peers, ICT).

Think carefully about where the child will sit. Pair the pupil with a responsive, caring pupil who can act as a role model and guide. It’s also important to make sure they can see the screen/board and anything else which will give context to language. It’s also important that they can hear clearly.

Use language in context rather than teaching words and structures without context. Whether spoken or written, it is easier to learn new words if you are using them in a meaningful way.

Remember to differentiate on a linguistic and not cognitive basis. Learning should be at children’s academic level rather than their level of English. Use visuals, pre-teach key vocabulary, encourage learners to take an active role in activities, sequencing images to show understanding. The above table from Learning in 2+ languages to show how you can consider the social, cognitive and linguistic demands of lessons and how to support children in accessing learning at their cognitive level. (You can zoom in if the text is too small to read)

Whatever the learning focus take the opportunity to provide more input to support pupils’ language acquisition.

-         Reinforce key vocabulary and provide good models of English in context.

-         Even when activities seem mundane and routine there is an opportunity to provide models of English. For example, when asking someone to hand out resources you can hold up each resource as you name it.

-         While waiting anywhere you can talk about the area around you and introduce relevant vocabulary.

-         When you are asked to help with spelling there might be an opportunity to explain a general rule.

It is hard work thinking/translating/speaking in a new language all day, every day.

-      Do not worry about homework initially – pupils need rest time.

-      Parents may not be literate in English and therefore not able to help.

-      Parents may be at work and not available to help.

-      Gradually introduce simple tasks – may have to complete in school until language has developed sufficiently and a routine is established.

-      Parents may not understand homework expectations i.e. in one example, parents thought their child had to copy the reading book out.

-      Check that pupils know the meaning of spelling words (use illustrated spelling lists).

Involve children in mainstream activities from the start. Children will learn best when they are immersed in the English language environment and hear good models of English being used in the context of their daily learning and activities.

To encourage language acquisition, in-class support which allows bilingual pupils to work alongside their peers, is preferable to being withdrawn to work one to one with an adult.