EAL

I remember a lecture during my teacher training in which a lecturer stood at the front and with no explanation talked earnestly in gobbledygook for ten minutes. Along with the other students I was mystified, but we all sat listening politely completely confused by what was going on. At the end of the ten minutes, the lecturer announced in English that how we were feeling now is how a child with little or no English feels when they first arrive in an English speaking classroom. It was an effective lecture. It took place over 20 years ago, but I have never forgetten how bewildered I felt.

Throughout my teaching career, I have had a new child who speaks little or no English arrive in my classroom several times. Like any teacher, I've wanted to do my best for them as soon as possible. Noone likes the idea of a pupil experiencing a prolonged feeling of discomfort and confusion due to not understanding anything of what is being said. It is important to start building not only vocabulary, but also connections as soon as pupil with little or no English arrives. Here are seven strategies which teachers can use to do this.