Speaking and Listening Reading, Viewing

Multilingualism as an asset
Plan opportunities for learners to make use of their
linguistic expertise.

Teacher moves Teacher moves: use speaking/listening moves AND

Seat learners with others who speak their language Provide bilingual dictionaries/encourage apps e.g.
and encourage translanguaing Google Translate and teach learner how to use this
Use Microsoft Immersive Reading to provide Encourage learners to complete written work in their
translation/bilingual dictionaries preferred language if they wish to

Use translation apps e.g. sayhi.com for simultaneous speech translation

Encourage bilingual labelling when labelling diagrams

Use closed captions in videos with learners' preferred Give translated topic language lists - ealhighland.org.uk
language / https://bit.ly/bilingualglossaries-cognates

Encourage learner to make links between home

language and English ask them 'How do you say this in
your language?'

High expectations and appropriate support

Plan opportunities for learners to engage with key
curriculum learning in multiple ways.
Teacher moves

Seating the learner with supportive individuals who will

provide good models of English. Groups of three where
two learners share the language but one is more
proficient (or monolingual in English)
Visual supports- pictures, diagrams, realia

Techonlogy- e.g immersive reader. Have students

listen to the words aloud as they follow them on a
screen.

Support the learner with specific areas of language

development related to curriculum learning

Teacher moves

Opportunities to listen and speak in small,

nonthreatening groups. Learner can use simulatenous
speech translation app.
When the learner is reading, encourage them to
contribute to whole-class feedback
Respond positive to attempt to interact
Remodel inaccurate use of language when relevant or
appropriate

Adapt teaching to ensure effective learning.

Teacher moves

Seat learner near front of the class where they can see
and hear the teacher and teacher can monitor their
reactions and facial expressions
Check-in with learner regular to ensure they
understand their work (use questioning)

Grading language
- using simiple vocabulary
- chunking instructions into stage (single-step
instructions)
- using imperatives e.g Write...
- avoiding idiomatic language or unnecessary language
- Using gesture when instruction giving
- checking understanding of instructions with closed
questions
- grading questions to learners' proficiency

- recognising some learners might go through a silent

period, so allowing learner alternative responses to
speaking - promote active engagement with cold calling
after a learner who has given a good model a turn (so
learner can repeat what the previous learner had said)

Integrated focus on content and language

Include the language demands of a subject in all
curriculum planning.
Teacher moves

Flipped learning- using vocabulary lists with bilingual

translation and putting this onto Quizlet for the learner
to study before class
Modifying texts using ChatGPT/AI
Building on language the learner knows and are
working towards (see WIDA profile)
Give learners videos/texts about what you are studying
in their first language

Provide opportunities for learners to practise listening

to and speaking about the language of the curriculum.
Teacher moves
Provide beginning learner opprortunites to listen to
other learners model responses to questions about
curriculum content before responding.

When settled, regularly ask the learner closed

questions to monitor and develop understanding of the
curriculum, using visual prompts where appropriate.
Provide simple speaking and listening frames to help
scaffold responses

Provide substituion tables as a scaffold for speaking,

using key structures e.g. present simple to describe
facts
Include collaborative activities

Social Inclusion
Build in opportunities for learners to form friendships in
the classroom.
Teacher moves

Repeating daily social language and greetings in year

leader and at beginning of class/throughout the day
Seat the learner with a sympathetic near-peer
mentor/buddy
Seat the learner with a peer who shares the language
of the learner
Involve learner in class tasks by giving roles e.g.
handing out resources
Regularly check-in with learner through eye contact,
greetings, gestures

Signpost learners to opportunities beyond the

classroom where they might become more fully
involved in school life.
Teacher moves
Find out learners interest and hobbies and signpost
ECAs
Arrange a buddy who shares the same language and
interests to accompany the learner
Encourage involvement in extra-curricular opportunities
e.g. trips and school events
as EAL Highland (ealhighland.org.uk) and NYU
Steinhardt (https://bit.ly/bilingualglossaries-
cognates) or generated using a translation tool such as
the one available

with Google Sheets (google.com/sheets).

 Making multilingual word mats and wall displays
using key words and translations. It

may be possible to ask EAL learners to help with this,

as experts.
On assessment/admission