4 Strategies for teaching EAL/D students

Teaching EAL/D (English as an Additional Language or Dialect) learners presents exciting opportunities and unique challenges for teachers in the general education setting. Educators must be equipped with effective strategies to support students whose first language is not English so that they can create inclusive and supportive environments where students feel confident to take risks in their new language skills. EAL/D students often face many challenges in the classroom while trying to master academic content and simultaneously acquiring a new language. 

According to ACARA, “Across Australia, around 25 per cent of primary and secondary school students learn English as an additional language or dialect. However, in some schools this figure can be as high as 90 per cent”. These students  introduce diverse perspectives and experiences that will enrich any learning environment. As teachers, it is our job to decrease the barriers and obstacles they face in accessing the curriculum in a monolingual classroom.

There are many different methods to support EAL/D learners in the classroom and provide the support they need in order to be successful. Effective English learner instruction is critical for academic success, development of social skills, and the long-term achievement of multilingual learners. 

Supporting EAL/D students in the classroom requires specific strategies and it is helpful to see them in practice! Some subjects such as PE or Social Studies, might have different approaches to supporting EAL/D students. Check out this video series on Supporting EAL Learners in the Classroom to learn more about domain-specific strategies. 

The following methods provide an overview of strategies that are helpful to support EAL/D learners in the classroom. These methods can be modified based on the age range of the student, their knowledge of their native language, and their prior schooling. 

1) Cultivate relationships

Centre identities 

Teachers should work hard to centre student’s identities in the classroom. Whether students come from a different country or region, or have a native language other than English, it is important to centre students’ diverse identities in the classroom. 

As Sara Ahmed writes in Being the Change, activities such as the Identity Web help centre students’ identities in the classroom and celebrate intersectionality.

Understanding and celebrating EAL/D learners’ identities in the classroom is the first step in cultivating and maintaining relationships from student to teacher and from student to student in the classroom. These relationships give students a sense of belonging and support their overall trust and safety in the classroom. Students who feel their identities are represented are more likely to take risks in learning a new language. 

Cultural awareness

Another way to cultivate relationships in the classroom with English learner students is to become more aware of the cultural or linguistic diversity they are bringing into the classroom environment. 

“Developing an awareness of each student’s background, religious and cultural practices may also provide insights that affect how you interact with a particular student (for example, if they come from a cultural tradition where eye contact with adults is viewed as disrespectful)” (University of San Diego). 

Cultivating good relationships with EAL/D students and all students in the classroom means to understand and celebrate the unique perspectives they bring to the community. As a teacher, it is important that I model this inclusivity to my students when we welcome a new student into the classroom. 

Patience  

Ultimately, having patience and compassion for students learning English should be at the core of building relationships and instructional practices. Many students can have a range of emotions or anxiety while trying to learn a new language. 

As a teacher, it is important to model compassion and patience for other students in the classroom. As students see you as the teacher being patient with students, it will extend to other students in the classroom. 

2) Differentiated instructional materials

Visuals 

When thinking about teaching content to EAL/D learners, it is important to scaffold instructional materials with relevant visuals students may encounter. For example, students would benefit from picture dictionaries of common words, items, or places in the school as they acclimatise and become acquainted with your school environment. 

Co-creating picture dictionaries with the student can be extremely beneficial. Taking and printing photos of classroom items, places, or phrases the student might need can be helpful in language acquisition at the earliest stages. 

As students build their language proficiency, visuals can accompany vocabulary words from a grade-level text or can look like a graphic organiser to plan a writing assignment. EAL/D students benefit greatly from seeing visuals accompany text in any setting.

Cross-curricular language 

Thinking about what language might be beneficial to students across content areas will enhance their academic vocabulary. Words like define, example, chart, or write will be used across different areas of an EAL/D student’s school day. Focus on teaching these words so they can be successful in applying them to different subject areas. Teachers can think about real-world tasks that might require the use of this language and give context to when and where students might see these words outside of a school or academic setting. 

Vocabulary 

Domain-specific vocabulary words can also be beneficial to focus on with English learner students. Pre-teaching vocabulary accompanied by visual aids can be a needed scaffold that is relatively easy for the teacher to provide. Vocabulary words are essential to a student’s understanding of the lesson being taught. In my experience, all students can benefit from pre-teaching vocabulary with visual aids! 

Group work

Another way to differentiate instruction for students learning English is to provide as much opportunity for them to read, write, speak, and listen to their peers as possible. Simple ‘turn and talk’ strategies can be helpful for students learning English to hear another student’s thoughts before sharing their own. It also gives them a low stakes environment to orally share their response before sharing with the class or writing. There are many ways to incorporate and facilitate collaboration in the classroom across any year level. 

Total physical response

To differentiate instruction for students learning English, teachers can use a method called Total Physical Response, or TPR. This gives students the opportunity to connect language with physical movement. Teaching simple cues like ‘stand up’ or ‘sit down’ can be accompanied by movement however more detailed movements may be helpful too. When students need to use the restroom they can do a certain hand motion, or when learning a new concept in Maths, moving their arms might be helpful. These physical responses can attach language to motion which benefits an EAL/D student’s language acquisition. 

3) Diverse instructional materials

Linguistically diverse texts

Adding diverse texts into both curriculum and school or classroom libraries is essential for teaching English learners. Be aware of the stereotypes represented in literature, especially literature published several years ago. Include books in the school or classroom library that have multiple languages represented. For example, many recently published books feature a unique blend of translanguaging, or the use of multiple languages. Students reading and writing in their native language is always a benefit and seeing this practice done in published books is an important strategy to use. 

Representation 

Learning about students’ identities and cultures will aid in providing rich representation throughout instructional materials. When students see themselves represented in texts and learning materials, they feel like they belong. Celebrating culturally significant events, bringing in cultural activities, celebrations, or food, and educating all students on the countries and languages represented in the classroom makes for an inclusive and welcoming environment. 

Language-rich environment 

Creating a language-rich environment in the classroom reinforces language learning. Teachers can label objects around the room in both English and learners’ native language(s). Labelling students’ drawings with both English and native languages also supports language learning. In addition, it is helpful to display bulletin boards or word walls with key vocabulary or helpful translations of common words or phrases. 

4) Technology integration

Translation tools

Some students will benefit from direct translation devices to ease the transition into an English-speaking program. There are a variety of translation websites and apps that teachers can choose from to best support the needs of their English learners. Some translation tools, allow students to see translated speech to text in real time, providing them with the tools they need to engage in conversations with teachers and peers. Apple’s Translate app supports my English learners in my Year 5 classroom. It allows students to record, speak, listen back, and take photos and translate written and typed text instantly.  

Educational apps

Apps such as Duolingo, Imagine Learning, or Epic Books, provide students with interactive ways to learn English that supplement the learning taking place in the classroom. Many apps and tools use gamification techniques to make learning fun and exciting for students to learn a new language. 

Multimedia response tools

Teachers can also think about using technology integration tools to allow students who are learning English to respond to tasks in a different way. The use of translated videos with subtitles can be an extremely effective tool for students learning English. In my own classroom, I often use read aloud videos so that students can utilise their translation tools to read the text and respond. Platforms such as Google Classroom, Padlet, and Flip, allow students to respond via video which might make them more comfortable trying out a new language. Immersive reader tools, such as Google Read and Write, provide students with instant support in listening, reading, writing, and speaking. Immersive readers can also provide quick vocabulary definitions as students are reading documents or web pages. These tools also give teachers a place to give specific and responsive feedback to students’ content understanding as well as their language learning. 

In my experience, EAL/D students add a vibrant layer of learning to our classroom environment. It is exciting for me to learn more about the language, culture, and heritage of the children entering my classroom. Often students learning EAL/D come without additional support or instructional resources and it is left up to the classroom teacher to support these needs. It is important to meet the needs of all of our students in the classroom. What is beneficial for EAL/D learner students usually is beneficial for all students in the classroom! 

References

1. Migration Policy Institute. (2023). English Learners in K-12 Education by State. [online] Available at: https://www.migrationpolicy.org/programs/data-hub/charts/english-learners-k-12-education-state [Accessed 26 Jun. 2024]
2. University of San Diego. (2023). 11 Essential Strategies for Teaching English Language Learners [For Any Teacher]. [online] Available at: https://pce.sandiego.edu/11-essential-strategies-for-teaching-english-language-learners-for-any-teacher/ [Accessed 26 Jun. 2024]