It's good to talk for EAL learners after holidays

FAO all teachers

EAL pupils will need extra help after long summer breakLearners of English as an additional language (EAL) who have just had a long summer break from school may find it difficult to immerse themselves once again in an all-English speaking environment.Learning to express themselves fluently and communicate effectively in English is not only key to developing proficiency in EAL, it is also a major factor which ultimately influences their level of attainment (Strand & Hessel, 2018).Many EAL learners return to school in the autumn term having not been able to practice their EAL speaking skills for up to six weeks, either through lack of opportunities, isolation of the family or both. Staff in school will note that the speaking skills of these learners will have noticeably regressed. So, how can we redress this language loss? Here are some top tips that will benefit not just the EAL learners, but other learners as well.

Promote talk through paired or small group work. This helps the EAL learner to gain confidence in speaking up and also gives opportunities to listen in and learn speech patterns and expressive language.

Make a word wall in class where new words can be added. Include spaces for EAL pupils to include translations of these words and learners to make up sentences using them.

Use collaborative learning activities such as sequencing and jigsaw activities, graphic organisers to encourage exploratory talk. Do model language changes when informal speech becomes formalised.

Dictation exercises including Dictogloss (a type of supported dictation) is useful to help develop links between listening, speaking and writing. For Dictogloss, the teacher reads a short piece of text several times and pupils try to produce their own version as close to the original as possible. For dictation practice, it is useful to make sentences using, for example, spelling words, for the pupils to reproduce as a sentence so that they can see the new word/s being used in context.

Use EAL learners’ home language to facilitate their learning. Not all EAL learners have sufficient English to speak confidently in class. Therefore, consider encouraging them to work in their home language first (L1) before transferring these ideas into English, with support.

Form buddy groups/pairs to help the EAL learner socialise and provide a platform for modelling language to the pupil. Ensure that buddies are good language models.

Reading groups are equally important to help the EAL pupil with their learning. Plan for the EAL learner to not just read to another adult/pupil, but also to be READ to by another. EAL learners benefit from hearing stories being read to them out loud as it allows them to ‘tune in’ to language patterns.

Adapted from The Bell Foundation, “Blog: Creating opportunities for talk after a long break” by Sarah Moodie (Trainer), 02 September 2022