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Planning for EAL students who speak good English

Discussion in 'Trainee and student teachers' started by evilpixie, Feb 16, 2011.

  1. Just started my 2nd placement and the only students in my classes that are "EAL" speak perfect English. (Some would argue better than the rest of the class!)
    My Uni teacher has said that these students still need to be provided for in our lesson plans.
    If they speak perfect English how can I "provide" for them?
    Any suggestions? I teach ICT

  2. They might need more thinking time in tasks as their minds need the extra time to translate the language from their mother tounge to English.
  3. Speaking perfect English is one thing, writing perfect English is another!

    I know many people who are very strong verbally, however they struggle with written aspects such as spelling.
    Attempt to extend their vocabulary (can do this for the whol class, reallly - they'd all benefit!) and check their written English. "Missing word" exercise in which you remove words that are difficult to spell or that check use of grammar could be worthwhile? (as opposed to missing-word exercises that look for key subject-specialised words).

  4. Can I just add to what Craigy87 wrote, speaking good English means people can communicate with eachother about things that are necessary. It does not mean that EAL learners understand what they read.

    I have had a number of students who can sound out the words etc when they read but they don't have any understanding about what they mean.

    You could provide glossarys and instructions written down too as EAL learners (in my experience) find it helpful to be able to read over their instructions a few times to reassure themselves of the task etc. Be prepared to allow extra time to complete the tasks (this might mean having extensions for other students or slightly different activities).
  5. Very good point! Thank you!
  6. invincible

    invincible New commenter

    Of course they need to be provided for. An EAL student can usually communicate enough to be understood within a year or so but catching up academically with their native English speaking peers takes up to 7 years. Giving tasks that become increasingly context-reduced will challenge them cognitively but at the early stages, they need a lot of context-embedded exercises or "sheltered instruction" to help them understand. As suggested, cloze procedure is one way of doing this.

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