1. Effective Strategies for EAL Pupils

2. Advantages:  Classification skills  Conception formation  Analogical reasoning  Visual-spatial skills  Creative and divergent thinking  Story-telling skills  Language awareness

5. Example 1 Example 2 Example 3 Example 4 …

7. ModelProsCons Buddy speaks same language as EAL learner EAL learner can be understood and can understand more EAL learner can feel less isolated Might negatively affect buddy’s learning Can seem as if buddy has sole responsibility Buddy Speak English only Can increase understandin g of different cultures Can help EAL learner learn English Buddy cant translate Buddy may be perceived as sole supporter and feel pressured

9.  Visualise the image and make a sketch.

10.  “There are always two people in every picture: the photographer and the viewer.”  What does this quote mean?

14.  Talk  Tal

17.  Idioms are words, phrases, or expressions that cannot be taken literally. Do you use idioms when teaching?

21. “ Exams are over; you must be on cloud nine.”

28.  Figurative speech is more of a challenge for EAL pupils, as they interpret what you say literally.  So... Remember, the lesson content should be delivered with the use of clear, concise and literal language.

29.  The English language is permanently evolving and developing. New words and expressions are coined and existing words change their meaning as society, culture and technology progress. As the teacher, are you helping your EAL pupils to learn accurate English?

30. Conclusion E A L Teaching Strategies Use of Language Bilingual Pedagogy Theorists

31. Vygotsky : The child develops cognition and language as the result of social interaction with more knowledgeable others in activities which have specific goals. Bruner : Scaffolding refers to the gradual withdrawal of adult control and support as a function of children’s increasing mastery of a given task. Gibbons : Scaffolding is created through Language Support; how the teacher supports the student by careful pitching of comprehensible language. Cummins : research showed that during second language acquisition students do not need to relearn some basic skills and concepts, like forms of communication, critical thinking, or reading and writing (Diaz-Rico, & Weed, 2010).

32. Accessible & Motivating Curriculum Comprehensible and extending Language Success for EAL Learners + = Washbourne (2011)

34. Additional Scaffolding for EAL Learners

35. Teacher Scaffolding Use of Visuals Repetition Key Words Body Language Demonstration Paired/Group Work Bilingual Worksheets Sentence Frames

36. Group C

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