As with all subjects, make use of key EAL strategies (see general strategies section). Some key strategies include:

·      using clear visuals.

·      making use of first language to support learning using:

o   dual language word lists and glossaries.

o   dual language dictionaries.

o   translation apps including google lens etc (follow good practice – see general advice for more guidance).

·      printing out key visuals/info from the board.

·      making sure the pupil can access the revision book for the subject.

·      using the BBC Bitesize website (English and translated) to support understanding.

·      offering past papers with marking instructions so pupils understand what markers will expect.

·      encouraging pupils to use Scholar resources.

·      offering homework and lunch clubs.

Remember to consider the pupil’s previous educational experiences. They may come with knowledge of a range of mathematical concepts and vocabulary in their first language. They may have covered some areas of the curriculum that you have not yet covered in class and likewise, they may not yet have covered some areas that you have covered.

Use translated resources and glossaries if literate in first language.

Include the pupil in a group with peers who are a good model of language and behaviour. Provide context for new vocabulary through examples, visuals etc. using target vocabulary in spoken and written form.

·      Dual language dictionaries, word banks and glossaries will be helpful in supporting new language. Pre teaching vocabulary and sharing key vocabulary in advance of learning will be helpful. A range of media including visuals, videos, and audio resources/text to speech software/apps will also support learning of new concepts, vocabulary and structures of language. Give pupils opportunities to practise using new language in spoken language with peers as well as in writing.

·      Provide context for new vocabulary through demonstration, visuals etc. using target vocabulary in spoken and written form alongside practical examples for context.

·      Even for competent users of English, the subject specific academic language required for maths may challenging, as may be the higher order thinking skills. Pupils will be supported by lots of practice and exposure to modelled responses from teachers or peers who are good models of language.

·      The format of questions and problems may be unfamiliar and be challenging to navigate.

Look at examples of work and highlight key aspects, including the layout and terminology used. Ensure pupils have access to examples that they can use as a model for their responses.

Do not hold the pupil back in maths or put in a low set group just because of unfamiliar language – many pupils arrive operating at an advanced level (it is important to refer to translated school reports from the pupil’s previous school to confirm their skills across the curriculum).

See more information on supporting linguistic, cognitive and social demands of a task: Learning in 2 + Languages | Resources | National Improvement Hub (education.gov.scot)

Image with thanks to S. Webster

Teaching EAL Learners in Maths - The Bell Foundation (bell-foundation.org.uk)

Access and Engagement in Maths (naldic.org.uk)