Points for discussion : Support for English language development of EAL

Students in EYFS

Stimulating and engaging - following student interests - helps to have representative from their own
culture e,g cooking corner to include kitchen tools and foods likely to be found in their homes. Children
need to feel safe to experiment with language; items from home contribute to this Be aware of the
culture they are familair with.

Creative - blank canvases for children to bring in and create their own ideas. Ideally with tasks that are
potentially collaborative to support and encourage talk. Not overly prescriptive or over stimulating in
order for the EAL learners to feel safe and not fearful of right or wrong. Able to be creative in a way
they feel safe. May have come from a culture with more simplistic and calming e nvironment. Quiet
backdrops

Cosy, quiet, safe areas where speaking is encouraged: dens/tents/ nooks and cut off areas - sort of
places children will seek out to have conversations. Props to encourage talk e.g puppets, make
believe, costumes and props, ipads/cameras to record performance. Take photos during modelled
role play etc - can then display these in the talk area for follow up by the students for follow up.

Small sheltered stages for performance - again a blank canvas - not prescriptive. Ipads to
record/microphones for props. Multi-purpose props

Cosy, quiet, safe areas as listening a read - books with story sacks and dolls/talking spoons etc to
retell the story to /ipad to talk into to retell the stories. Audio books and headsets.

For all of the above the following principles apply for all but essential for EAL learners:

Modelling of language and talk patterns - repeat, repeat and repeat. In teaching talk patterns will
need to model both talk and listening skills.

Constant interaction with the social world essential - every interaction with an EAL learner is a
teachable moment

Model, rephrase and extend - but do not explicitly correct. Dont want them to just copy - need to find
out own ideas but with target vocabulary. Recasting not correcting.

Parallel talk and play - essential correct english being modelled. Talk activities shouldnt be an
interrogation with the EAL learners.

Specific feedback on curriculum goal and language goal - target the feedback to praise the
argeted vocabulary and language s kill for the EAL learners -
language and the curriculum learning. T
model and repeat and repeat. Biological time needed to embed - chosen language must be meaningful
and relevant - EAL students must experience a need to use the language.

Model self talk

Selective grouping - for part of the day at least.

Accompanying songs or stories - repetitive aspects ideal and with actions even better