Classroom guidance and strategies

to support EAL learners

Primary version
Classroom guidance and strategies to support EAL learners: Primary version

Contents
Introduction 3

Band A (New to English) – Listening and Speaking 8

Band A (New to English) – Reading and viewing, and Writing 16

Band B (Early acquisition) – Listening and Speaking 25

Band B (Early acquisition) – Reading and viewing, and Writing 32

Band C (Developing competence) – Listening and Speaking 40

Band C (Developing competence) – Reading and viewing, and Writing 47

Band D (Competent) – Listening and Speaking 54

Band D (Competent) – Reading and viewing, and Writing 62

Band E (Fluent) – Listening and Speaking 70

Band E (Fluent) – Reading and viewing, and Writing 78

Glossary 85

References 89

Copyright
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by electronic means and whether or not transiently or incidentally to some other use of this publication) without the written
permission of the copyright owner. Applications for the copyright owner’s written permission to reproduce any part of this
publication should be addressed to the publisher.
Copyright © The Bell Educational Trust Limited (operating as The Bell Foundation)
The Bell Educational Trust Limited is a charitable company limited by guarantee number 1048465, established on 5 April 1972,
and a charity registered with the Charity Commission number 311585

The Bell Foundation

Red Cross Lane
Cambridge
CB2 0QU
www.bell-foundation.org.uk

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Introduction
Who is this guidance for?
This guidance is primarily intended for classroom/subject teachers who have or expect to
have learners using English as an Additional Language (EAL) in their classes. The ideas and
suggestions will also be of interest to EAL co-ordinators or those in a similar role seeking to
advise teachers on how best to include learners who use EAL, and teaching assistants (TAs)
working in classes where there are learners who use EAL.

The aim is to:

 Support teachers to plan and embed appropriate multilingual pedagogies to promote
the learning of pupils using EAL, following an assessment using The Bell Foundation
EAL Assessment Framework for Schools (bell-foundation.org.uk/eal-assessment-
framework).
 Provide suggestions of practical classroom techniques and activities that match
learners’ levels of English language proficiency as identified through EAL assessment.
 Provide examples of practical classroom strategies and models of support that will
both enhance access to the curriculum as well as the development of English language
proficiency alongside curriculum learning.
 Signpost relevant resources and tools that teachers might refer to/use.

How is the guidance organised?

Primary/secondary
The guidance is separated into primary and secondary phases and includes age-appropriate
examples from all key stages. The guidance for each phase is available as a separate
downloadable document.

Assessment bands

E Fluent

D Competent

C Developing competence

B Early acquisition

A New to English

The guidance is organised according to the five assessment bands A–E, following The Bell
Foundation EAL Assessment Framework for Schools.
As learners do not always fit neatly into one band and neither do activities and strategies, you
may find it useful to read the suggestions for the bands below and above the band at which your
learner is currently working. Additionally, some of the suggestions are relevant for more than
one band but, as we have avoided repetition, referring to the previous band is recommended.

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Classroom guidance and strategies to support EAL learners: Primary version

In general, learners working at band A (new to English) require significant support to access
curriculum content and may rely more heavily on translation tools, and extra adult and peer
support. Band A learners should spend the majority of their time in the mainstream classroom,
as this is where most learning takes place and where they will build mixed-language
friendship groups, and develop their social English skills through interaction with peers. Since
opportunities to use and develop oracy skills are integral throughout the bands, classrooms
should be organised to facilitate learners working in groups. Translation apps – particularly
those which translate both spoken and written word – are useful at this band, especially if the
learner has not yet developed literacy in their home language or uses a different script. Visuals
are also crucial to convey meaning, and you will find it useful to build a bank of them to use as
you need them. These learners may also receive some time-limited and curriculum-linked out-
of-class interventions.
At band B (early acquisition) , learners are beginning to interact verbally with others in
English, and making sense of some written text. Scaffolding still needs to be significant, but it
should be slightly reduced in order to keep the learner working at a level which both supports
and challenges them. Substitution tables (for both writing and speaking) which use a mixture
of visuals and words/phrases to embed curriculum knowledge within key structures, and gap-
fill exercises which offer a choice of words, are useful here (bell-foundation.org.uk/scaffolding).
A learner working at band C (developing competence) is displaying emerging competence
and, especially if they arrived working at band A (new to English), may demonstrate good
understanding and appear to be, orally at least, quite fluent. At this band, learners usually no
longer receive out-of-class interventions but still require adaptations in class to enable them
to progress in both their English language and subject knowledge. Learners benefit from
activities to help them build their vocabulary, especially academic and subject-specific words
and phrases. Graphic organisers (bell-foundation.org.uk/graphic-organisers) and Directed
Activities Related to Text (DARTs) (bell-foundation.org.uk/darts) will help them organise their
thinking and support their reading comprehension and writing skills development. There is a
temptation here to move away from using the home language and focus only on English, but
the value of all of the languages available to a learner, even at this stage, is significant. As
well as being a key part of a learner’s identity and sense of self, the home language and other
languages the pupils know will also be the medium through which significant prior knowledge
has been accumulated, and this needs to be harnessed and built upon (e.g., Baker and Wright,
2017).
Learners working at band D (competent) demonstrate increasing accuracy and fluency and
are sometimes in danger of losing out on support as they are seen as “coping”. Furthermore,
especially if they arrived as band A (new to English) learners, they are often beginning to feel
quite comfortable using English socially and may regard themselves as no longer in need of
support. However, although they appear socially proficient, they may be at risk of not realising
their full potential academically if left without any support, especially for understanding
figurative and nuanced language, organising ideas effectively in longer texts, and some
elements of grammar (Cameron, 2003). The use of graphic organisers (bell-foundation.org.
uk/graphic-organisers) to order thoughts and plan paragraphs, the clarification of figurative
language and idioms, and attention to features of grammar such as articles and prepositions
will help these learners.

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Finally, learners working at band E (fluent) can engage fully and independently with
curriculum content across the four domains of listening, speaking, reading and viewing, and
writing. They may sometimes not understand cultural references (for example, to streamed
videos, nursery rhymes or British historical events), particularly if they have arrived recently
from abroad. They may also make some errors, such as using the wrong prepositions in phrasal
verbs (for example, saying “throw off” when they mean “throw out”), using articles (the, an,
a) incorrectly or omitting them, or in more complex structures (for example, writing “If we
would have realised earlier we could correct our mistake”). Learners at this band need cultural
references explained clearly to them and personalised feedback on their spoken and written
production to help them use language even more accurately and appropriately. Strategies
such as modelling, accompanied by noticing or awareness-raising (bell-foundation.org.uk/
modelling) are helpful at this level, both for academic language and genre. For example, before
writing an argumentative for and against piece, provide some examples of WAGOLLs (What A
Good One Looks Like), and teach phrases for explaining and justifying points of view, refuting
ideas and summing up.

The four domains of language use

The guidance and strategies are divided into those useful for reading and viewing, and writing
(i.e. literacy), and those for speaking and listening (i.e. oracy). Inevitably there is overlap
between all of these. For example, good reading/viewing and writing activities always involve
some element of teacher explanation and class or group prediction, planning, or discussion,
which involves oracy work. Therefore, you will find it beneficial to read both sections.

Five key principles

Within each band, the guidance and suggestions are organised into five sections
corresponding with The Bell Foundation’s five evidence-informed key principles for effective
EAL practice (bell-foundation.org.uk/effective-teaching-of-eal). Again, there is overlap here,
particularly in terms of making use of a learner’s full repertoire of languages. For example,
some points picked up in the first principle (Multilingualism as an asset) are also valid in the
second principle (High expectations with appropriate support) while others are relevant in the
final principle (Social inclusion). Again, you will find it useful to read all of the principles.

1. Multilingualism as an asset
There is a plethora of research around the crucial role that a learner’s home
language plays in their emotional and cognitive development. Maintaining
and developing the home languages results in greater cognitive flexibility and
ultimately stronger academic performance. The guidance and suggestions in
this section are included to help you promote multilingualism and develop your
thriving and dynamic school/classroom.

2. High expectations with appropriate support

In this section you can find guidance and suggestions to help you avoid the
temptation to “dumb down” or simplify the curriculum for EAL learners and
instead to amplify it through judicious use of scaffolding. It is vital to bear in mind
that the cognitive and academic abilities of learners using EAL are separate from
their current ability to use English. Like all learners, those using EAL will benefit
from being motivated and challenged in the classroom.

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Classroom guidance and strategies to support EAL learners: Primary version

3. An integrated focus on language and content

EAL learners have a double job to do. They must acquire proficiency in English at
the same time as learning curriculum content. Therefore it is important to provide
them with activities which teach and practise language structures through the
medium of curriculum subjects. Decontextualised grammar activities, such as
those found in many English as a Foreign Language (EFL) textbooks, are not
always useful, as their focus tends to be general and not curriculum embedded.
The guidance and suggestions in this section can be used as you plan and teach
your lessons, to help you integrate your subject content with English language
learning, and enable learners to achieve this double goal.

4. Effective and holistic assessment

In order to be effective, assessment needs to be relevant to the learner. Many
formal standardised tests designed to assess reading age, verbal reasoning, and
reading comprehension in English are designed for pupils for whom English is
their first language. As such, they are of limited use for learners using EAL, as
they will not, on their own, give an accurate picture of the progress of a learner
using EAL. The guidance and suggestions in this section give you some ideas of
how to supplement or adapt the assessment process to gain a fuller picture of
the learners using EAL in your class.

5. Social inclusion
Learners using EAL need to feel safe and secure, and have a sense of belonging
to their school and wider community in order to maximise their opportunities
for success. This is especially important for children seeking asylum (McIntyre
and Abrams, 2021). It is important to build and promote an inclusive environment
where everybody is a valued contributor to school life. The guidance and
suggestions in this section are ideas to help you support your learners using EAL
to find their own ways to connect, participate, and belong.

How should I use the guidance and suggestions?

After an assessment and for ongoing holistic assessment

When learners using EAL have been assessed using The Bell Foundation Assessment
Framework (bell-foundation.org.uk/eal-assessment-framework), you can refer to the guidance
for ideas and suggestions. For example, if you have a new learner using EAL in your class
who is assessed as working at band B, you will find it useful to read the relevant band B
suggestions, as well as some of those for bands A and C.

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For teaching ideas

The guidance and suggestions offer some teaching ideas and examples which you can adapt
to suit your context. Links are included to resources which will provide further detail, including
some of The Bell Foundation’s Great Ideas (bell-foundation.org.uk/great-ideas), a series of
approaches and strategies that are recommended for learners using EAL. At the end of each
section there are examples from two key stages of how these principles might look in practice,
set out in table form to show examples of activities the teacher, class, and learner using EAL
might undertake during a lesson which correspond to the strategies and guidance appropriate
for different bands. We have tried to include a range of subjects and teaching styles, conscious
of the wide variety of schools and settings which might use them. These are fictional
“snapshots”, examples of good practice which might be seen in particular lessons. They are
not intended to be in any way prescriptive, or to represent complete lesson plans, but rather to
offer a springboard for ideas. With that in mind, the planning required to facilitate some of the
suggestions in the tables would need some reflection as it is not captured here.

For classroom organisation ideas

Research by Evans et al. (2020) provides a model of inclusive pedagogy in four quadrants of
inclusion: attitudinal, linguistic, academic, and social. Learners using EAL need to feel that
the environment welcomes, reflects, and helps them develop as multilingual learners. Feeling
free to use their home and preferred languages with pride and confidence, and seeing them
used in signage around the school or as part of classroom displays, is one facet of this. Peer
groupings are equally important, in order to expose new arrivals to good models of English,
build mixed-language friendship groups, and also to enable them to draw on all their linguistic
expertise. The guidance includes suggestions which correspond to each of these quadrants,
for example through seating/grouping ideas, ways of encouraging and promoting the use of
languages known by learners, and making academic content accessible whilst maintaining
high expectations.
To sum up: The revised guidance, ideas, and strategies are organised by phase, proficiency in
English band, and domain. They are grouped against The Bell Foundation’s five key principles
for evidence-informed EAL practice. They endeavour to be practical at the same time as linked
to relevant research, and to include examples, in table form, of what they might look like in
practice. A glossary of terminology used is available here; for those accessing a hard copy, see
p.85. Words and phrases included in the glossary are highlighted in blue.
The Bell Foundation would like to thank all of our partners who contributed to the development
of this guidance, including Annie Kershaw (Achievement and Equality Consultant for
Nottinghamshire County Council), Magda Dylag and Nikki Ajibade (EAL Senior Leaders for
Warwickshire County Council), and Terri Cawser (Deputy Service Lead for Birmingham City’s
Pupil and School Support Team).
We hope you find the guidance and strategies useful.

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Band A and strategies to support EAL learners: Primary version
Classroom guidance

New to English

Listening (understanding) Speaking

Engaging in highly scaffolded Emerging competence in
listening activities, learning basic basic oral expression.
classroom language, and linking
sounds to actions and meanings.

1. Multilingualism as
an asset

Plan opportunities for learners to make use of their linguistic expertise.

Suggestions include:
 Providing opportunities, in the earlier stages, for someone who speaks the learner’s
language, for example, a class teacher, a teaching assistant (TA), older learner or sibling
to visit and mentor the learner in class.
 Pairing with first language buddies where possible, to support understanding and
to allow opportunities to use their preferred language as a vehicle for thinking and
learning.
 Providing a bilingual dictionary (bell-foundation.org.uk/bilingual-dictionaries) –
preferably age-appropriate and pictorial, depending on the learner’s literacy level in
their first language. For examples, see Mantra Lingua (mantralingua.com/).
 Using translation apps, such as Say Hi (sayhi.com) and Microsoft Translator (microsoft.
com/en-us/translator/) to enable simultaneous speech translation in groups or 1:1.
 Checking for closed captions and subtitle options in the learner’s preferred language,
where appropriate, when watching videos, so that learners who are literate can read as
they listen and watch (e.g., on YouTube, Netflix and other streaming services).

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Band A (New to English) – Listening and Speaking

Encourage and actively promote opportunities for learners to develop and maintain literacy
skills in their home language and other languages they know.
Suggestions include:
 Speaking to parents about the importance of developing and maintaining oracy in the
home language(s). (bell-foundation.org.uk/helping-children-learn).
 Inviting parents and carers or members of the community into school to help run home
language conversation classes, where numbers allow.
 Signposting supplementary schools, and community language schools and groups, and
encouraging families to attend. (bit.ly/supplementary-ed).

2. High expectations with

appropriate support

Plan opportunities for learners to encounter key curriculum learning in multiple ways.
Suggestions include:
 Providing visual support for lesson content, in the form of games, role-playing and
activities, pictures, diagrams, realia, videos etc. in order to illustrate meaning. Software
such as Widgit is useful for creating effective visual resources efficiently.
(widgitonline.com).
 Having a mini-whiteboard or notebook to hand for quick drawings, to create on-the-spot
visuals, or to reinforce key words when needed.
 Providing picture dictionaries to support with vocabulary development.
 Exploring how best to use technology depending on a learner’s proficiency in English, as
well as their home language(s), and ensuring that band A learners know how to use the
most appropriate features (e.g., a learner without age-related literacy in their preferred
language will need to be able to listen to spoken translations).
 Making use of Microsoft’s Immersive Reader (https://www.microsoft.com/edge/
features/immersive-reader) function to allow learners to listen to the words spoken
aloud as they follow them on a screen.

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Classroom guidance and strategies to support EAL learners: Primary version

Band A (New to English) – Listening and Speaking

Support the learner with specific areas of language development related to curriculum
learning.
Suggestions include:
 Providing opportunities to listen and to speak in small non-threatening groups,
including speaking in the learner’s preferred language. Monitor the group to make sure
the learner is participating and, when they are ready, encourage them to contribute to
whole group/class discussions.
 Responding positively when the learner attempts to interact, recasting inaccurate use
of language when relevant or appropriate.

Adapt teaching to ensure effective learning.

Suggestions include:
 Seating the learner, where more formal seating arrangements are used, in a place they
can easily see and hear the teacher, and the teacher can monitor their reactions and
facial expressions. Ensuring the learner has a clear view of the whiteboard so that they
can see any images or text used in the lesson.
 Grading the language used in verbal instructions to reduce its complexity. This should
include:
Speaking clearly and slowly;
Using simple vocabulary choices;
Chunking instructions into stages;
Cutting out unnecessary language;
Avoiding idiomatic language;
Using gestures and images to back up instructions;
Checking understanding of instructions with closed questions.
 Grading questions to ensure they are appropriate to a learner’s level of proficiency in
English, for example, by using yes/no questions, closed questions, or giving choices.
(bell-foundation.org.uk/questioning-strategies).
 Providing alternative ways for band A learners to demonstrate understanding,
recognising that some learners may go through a silent period.
 Positioning learners who are new to English later in turn-taking games and including
them if they want to participate.
 Involving the learner in classroom organisational tasks (e.g. handing out books, etc.).
 Continuing to provide opportunities to speak and respond to questions even if the
learner is not talking. This includes encouraging actions and gestures to demonstrate
understanding.
 Targeting the learner for simple yes/no questions and plan to do this daily.

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Band A (New to English) – Listening and Speaking

3. Integrated focus on
content and language

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

Suggestions include:
 Interrogating topic/unit content in terms of the language at text, sentence, and word/
phrase level, and identifying key language to be covered for band A (new to English)
learners, being mindful to build on the language already known and used.
 Planning how to teach the key vocabulary and structures needed for band A (new
to English) learners to understand the content and engage in spoken activities. For
example, through pre-teaching or teaching assistant/peer support in cases where
the language is familiar to the rest of the class, or integrating it into the lesson where
the language is new to the majority of the class. (bell-foundation.org.uk/building-
vocabulary).

Use appropriate strategies to explicitly teach vocabulary and structures necessary for
listening and speaking activities in upcoming topic/lesson(s).
Suggestions include:
 Using images (bell-foundation.org.uk/visuals), videos, demonstrations, explanations,
and where appropriate, translations to demonstrate meaning. Ensure learners have
multiple opportunities to hear and say any new words.
 Including activities which elicit the demonstration of comprehension through action
and gesture rather than speech (such as Simon says, or action songs such as Heads,
shoulders, knees and toes).
 Creating visual word mats specific to topics.

Provide opportunities for learners to practise listening to and speaking about the language
of the curriculum.
Suggestions include:
 Pointing to the relevant word as you are reading from a text on the board or in a book.
 Incorporating role-playing and creative play into topic lessons (bell-foundation.org.uk/
drama-and-role-play).
 Using speaking frames to scaffold safe contributions for band A learners.
(bell-foundation.org.uk/speaking-and-writing-frames).
 Encouraging parents/carers to discuss curriculum content in the language(s) used at
home (bell-foundation.org.uk/helping-children-learn).

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Classroom guidance and strategies to support EAL learners: Primary version

Band A (New to English) – Listening and Speaking

4. Effective and holistic

assessment

Use information gathered during the induction and initial assessment to inform lesson
planning and support.
Suggestions include:
 Finding out whether the learner has age-appropriate spoken language development in
their home language or other languages they know.
 Finding out about the learner’s educational history, where they are mid-phase arrivals.
This may have been shared by parents/carers during the initial admissions procedure.
(bell-foundation.org.uk/learner-profile).
 Using an adult with the same home language, where possible, to establish an ongoing
dialogue with the child about their experiences of school and any challenges they are
facing.

Adapt assessment procedures, including methods for providing feedback, to ensure they
take into account learners’ proficiency in English.
Suggestions include:
 Using the descriptors for bands A (new to English) and B (early acquisition) of the EAL
Assessment Framework to monitor progress and set targets. (bell-foundation.org.uk/
eal-assessment-framework).
 Focusing on communicative success rather than grammatical accuracy when assessing
for learning at this level.
 Using carefully graded questions to monitor understanding during lessons.
(bell-foundation.org.uk/questioning-strategies).
 Grading language used to give spoken feedback, e.g., using short and simple utterances
backed up with clear facial expressions.
 Allowing the learner to rehearse before speaking assessments (for example, to practise
saying what they see in a picture).

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Band A (New to English) – Listening and Speaking

5. Social inclusion

Build in opportunities for learners to form friendships in the classroom.

Suggestions include:
 Grouping the child with friendly near-peer mentors or buddies, preferably including
other speakers of their preferred language.
 Responding to and acknowledging any attempt at communication, including non-verbal
communication, and encouraging buddies to do the same (e.g., nodding/smiling at
learner; saying ‘Good Listening’, accompanied by a visual clue).
 Learning the pronunciation of the child’s name and making sure the class can say it
correctly. For support on the pronunciation of names, see: howtopronounce.com/.
 Repeating daily social language and greetings. Model them by addressing other
learners and then address the band A learner.
 Incorporating a learner’s language(s) into daily classroom routines, such as taking the
register and encouraging the learner, when they are confident enough, to teach the
class simple words such as greetings or numbers in their preferred language.

Signpost learners to opportunities beyond the classroom where they might become more
fully involved in school and community life.
Suggestions include:
 Arranging for the buddies to look after the new learner at playtimes, lunchtime, and
during less structured time. If the learner is new to the school, make sure the buddies
explain how the school day works, what to do at lunchtime, where the toilets and
changing rooms are, etc.
 Finding out from parents/carers which sports or activities the child enjoys and
signposting any relevant after-school or lunchtime clubs. Arrange for a buddy who
shares the same language and interests to accompany the learner where possible.
 Encouraging involvement in extra-curricular opportunities, such as trips and school
events.

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Band A (New to English) – Listening and Speaking

Ensure parents and carers are informed and able to be involved in their child’s education.
Suggestions include:
 Keeping parents or carers informed of topics being covered in class and encouraging
them to discuss and research these in their home language(s).
 Introducing yourself to the family and then, where the family is also new to English,
greeting them regularly, using graded language, in order to build a positive relationship.
 Making use of any multilingual staff/community members in the school who might be
able to liaise with the learner’s family to ensure information is being shared accurately
and sensitively, both to and from school.
 Using an interpreter for meetings with parents, or where this is not possible, software
such as SayHi (sayhi.com) which facilitates a conversation in two languages. An
interpreter may be in a position to offer cultural sensitivity and find out any concerns
the families may have.

What might this look like in practice?

Example: Key stage 1 geography – seasons.

Teacher Class Band A learner

Introduces topic with a In groups, decides which Seated with sympathetic
matching words and pictures picture illustrates which peers, preferably sharing a
exercise on the interactive season and discusses why. language. Encouraged to join
whiteboard (IWB). Elicits in activity and repeat key
responses from class, takes words.
care to point at the words
whilst saying them clearly.
Sets up group activities, Discusses which weather Works with TA and group.
directs TA to work with band belongs to their allocated Encouraged to use preferred
A learner’s group. season and which clothes language if possible.
are worn – sorting and Practises saying new
matching pictures and key words for weather
words. and clothing in English
and translating them
into preferred language.
Practises simple sentences
(“In winter it is cold”).
Takes feedback from groups, Feeds back to teacher, Listens, contributing if
one season at a time. adjusting their group’s confident.
answers as necessary.
Explains that each group Discusses and designs Works with a friendly group,
is going to design a poster posters in groups. including shared language
about a given season. speakers if possible, and TA.
Displays a model on the IWB
and talks it through.

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Band A (New to English) – Listening and Speaking

Example: Key stage 2 geography – weather.

Teacher Class Band A learner

Shows video of a weather Responds to video and Seated with shared language
forecast (e.g., from BBC teacher’s questions. users if possible, or TA. Uses
Bitesize). peer translation, or app, to
Asks class what is happening translate key words such as:
here. weather forecast, predict.

Highlights language used in Discusses in groups. Comes Part of friendly group,

forecast. up with sentences such as: In with other first-language
Vocabulary: Points of the the north-east, rain will give speakers if possible.
compass, weather terms, way to sunny spells during Encouraged to use home
times of day. the afternoon. language if applicable, if
not, encouraged to listen
Structures:
attentively and contribute
It will...
with non-verbal cues and/or
We will see...
drawings.
Rain will give way to...
Elicits sentences from class,
based on symbols used in
forecast.

Listens to predictions from Feeds back predictions Listens. With peer support
group members. If band A to teacher, listening and and TA if available,
learner is confident, targets commenting on other encouraged to practise
them for a simple closed or groups’ ideas. saying some key words in
yes/no question and then English.
praises them. Responds to teacher’s closed
E.g., What does this symbol or yes/no question.
mean? It means it will...

Explains that each group is Works in groups to design Works with a friendly group,
going to plan, rehearse and and draw a country, plan including shared language
present a weather forecast the weather forecast and speakers if possible, and/or
for a fictional country which practise presenting it with TA.
they can invent and name. symbols. Uses a speaking frame to
Gives each group a set of rehearse predictions.
laminated weather symbols
and a large piece of paper to
design their map.

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Band A and strategies to support EAL learners: Primary version
Classroom guidance

New to English

Reading and viewing Writing

Showing little or no knowledge of Showing attempts at
written English; taking first steps writing in English.
to engage with written and digital
texts in English.

1. Multilingualism as
an asset

Plan opportunities for learners to make use of their linguistic expertise.

Suggestions include:
 Grouping the learner with others who share their language, where possible, and
encouraging oral translanguaging: being able to discuss texts and share ideas in a
language in which they are fluent will help the learner progress. (bell-foundation.org.uk/
translanguaging).
 Encouraging learners who are literate in their preferred language to keep bilingual
vocabulary lists.
 Encouraging the learner to use a scrapbook to add new vocabulary, drawings and
photos, pictures of home, information in preferred language about a topic, etc.
 Providing bilingual dictionaries (bell-foundation.org.uk/bilingual-dictionaries); providing
access to Google Translate (translate.google.com) or other translation software and to
Google Images (images.google.co.uk). Some learners may need to be taught how to use
these. In particular, learners who are not literate in their home language(s) will need to
know how to access the spoken translations.
 Encouraging learners to complete writing tasks in their preferred language where
appropriate. This is useful where learners need to refer back to some information.
 Including spaces in handouts for learners to write notes in their preferred language, and
encourage this. If labelling diagrams, encourage bilingual labelling.
 Providing translated topic language lists, either printed directly from websites such
as EAL Highland (ealhighland.org.uk) and NYU Steinhardt (https://bit.ly/bilingual-
glossaries-cognates) or generated using a translation tool such as the one available
with Google Sheets. (google.com/sheets).

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Band A (New to English) – Reading and viewing, and Writing

 Encouraging learners, where appropriate, to translate short sections of text using

translation software such as Google Lens (lens.google) or Say Hi (sayhi.com).
 Ensure that learners who are less confident in reading in their home language(s) are
able to access the spoken translations.
 Enabling first-language subtitles on videos wherever possible, for learners who are
confident readers in their home language(s) (e.g., on YouTube, Netflix and other
streaming services).
 Inviting parents/carers into the classroom to read stories in home languages.
 Making multilingual word mats and wall displays using key words and translations. It
may be possible to ask learners to help with this, as experts.

Encourage and actively promote opportunities for learners to develop and maintain literacy
skills in their home language and other languages they know.
Suggestions include:
 Encouraging learners who are literate in home language(s) to read, view, and write in
these languages, at home and in school, both for pleasure and to support learning.
 Seeking out authentic reasons for communicating using home or preferred language.
For instance, enquiring about links with local secondary schools, particularly for
the Year 6s approaching the end of key stage 2 (KS2). Where possible, facilitate
communication by letter/email/postcard in the preferred languages between Year 6s
and Year 7s (e.g., Year 6 learners might be able to ask some questions about the school
they will be attending in September, and the secondary learners could reply). (bell-
foundation.org.uk/transition-guidance).
 Asking your school to invest in a range of books which use the learners’ languages as
well as English and encourage reading for pleasure. For examples, see Mantra Lingua
(mantralingua.com/).
 Sourcing and using online stories in other languages. For examples, see The
International Children’s Digital Library (childrenslibrary.org), Free Children’s Books
Online (freechildrenbooks.online), and World Stories (worldstories.org.uk). These can be
used at home and/or in school.

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Band A (New to English) – Reading and viewing, and Writing

2. High expectations with

appropriate support

Plan opportunities for learners to encounter key curriculum learning in multiple ways.
Suggestions include:
 Seating the learner in groups with other learners who will be supportive and will provide
good models of reading and writing in English. Groups of three work well where two
learners share a language, but one is more proficient in English. The third group member
might be a monolingual English speaker.
 Providing visual support for lesson content, in the form of pictures, diagrams, realia, etc.
in order to illustrate meaning. Software such as Widgit (widgitonline.com) is useful for
creating effective visual resources efficiently.
 Providing picture dictionaries to support vocabulary development.
 Planning for multiple opportunities for learners to read aloud in order to develop
fluency. This could be part of regular focused small group work.
 Using animated versions of class stories, where they are available, to aid comprehension
(e.g., English KS1/KS2: Full versions of our animated series - BBC Teach).
 Providing printed versions of any slides or pages from textbooks. Band A learners can
stick them in their book and thereby reduce the cognitive load in completing tasks from
the board.

Support the learner with specific areas of language development related to curriculum
learning.
Suggestions include:
 Ensuring any learner who is unfamiliar with the Roman script, has access to an age-
appropriate phonics scheme. However, this can be only one facet of the approach. The
process of matching concepts to text can start with picture–word matching activities,
highlighting key words in texts etc. (bell-foundation.org.uk/reading-for-meaning).
 Ensuring that activities designed to develop fluency of handwriting are meaningful and
stimulating.

Adapt teaching to ensure effective learning.

Suggestions include:
 Providing adapted versions of class writing activities – such as substitution tables
(bell-foundation.org.uk/substitution-tables) and gap-fill activities (bell-foundation.org.
uk/information-gap-activities) – adaptations which enable the band A learner to attempt
the class work with scaffolding.

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 Reducing the amount of writing expected of band A learners who are new to the
Latin script while still enabling learners to engage with the same subject content. For
instance, by providing handouts of slides instead of expecting note taking; or by using
gap-fill activities (bell-foundation.org.uk/information-gap-activities) or other tasks
which do not require significant writing.
 Reading out any text written on the board and on handouts, including any instructions
about a task, clearly and slowly so that the learner can follow as it is spoken.
 Ensuring any writing on the board or on handouts is clear and set out helpfully (e.g.,
bullet points, full sentences, an accessible font, short lines, and well-spaced words.
Where words are handwritten, letters need to be formed correctly).
 Ensuring any written instructions, for example in workbooks, are in comprehensible
English.
 Having a mini-whiteboard or notebook to hand for quick drawings, to create on-the-spot
visuals, or to reinforce key words when needed.

3. Integrated focus on
content and language

Include the language demands of all subjects in all curriculum planning.

Suggestions include:
 Interrogating topic/unit content in terms of the language at text, sentence, and word/
phrase level, and identifying key language to be covered for band A learners, being
mindful to build on the language already known and used.
 Planning how to teach the key vocabulary and structures needed for band A learners
to understand the content and produce meaningful written work. For example, through
pre-teaching or TA/peer support in class for language that the rest of the class is
familiar with, or integrating it into the lesson where the language is new to the majority
of the class. (bell-foundation.org.uk/building-vocabulary).

Use appropriate strategies to explicitly teach vocabulary and structures necessary for
reading/viewing and writing activities in upcoming topic/lesson(s).
Suggestions include:
 Making use of any small group sessions to pre-teach the key language needed in
upcoming lessons, particularly to facilitate access to texts.
 Using images, realia, mime, and translation to teach meaning of key vocabulary.

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Band A (New to English) – Reading and viewing, and Writing

 Ensuring that learners have multiple opportunities to match the written form of a word
with its meaning (e.g., through matching words to images and playing games such as
bingo).
 Using Frayer diagrams or vocabulary books for learners to capture understanding
of new language. This might include the use of images and home languages where
appropriate.

Provide opportunities for learners to practise reading/viewing and writing about the
language of the curriculum.
Suggestions include:
 Using whole-class language drills (bell-foundation.org.uk/language-drills) and games
such as bingo with flashcards (bell-foundation.org.uk/flashcards) to highlight key
structures and vocabulary. Learners who can read in their home language might benefit
from dual-language flashcards.
 Using Directed Activities Relating to Text (DARTs) (bell-foundation.org.uk/darts). These
include:
Matching activities to demonstrate understanding of new language (e.g., matching
printed words to images, or matching the words in English to their translated
equivalent).
Labelling activities for learners who are ready to practise writing.
Sorting, matching, spotting, and sequencing activities to help the learner make sense
of lesson content (e.g., sequencing pictures to show the life cycle of a butterfly).
Providing scaffolded versions of writing tasks, such as information gap activities (bell-
foundation.org.uk/information-gap-activities) or substitution tables (bell-foundation.org.uk/
substitution-tables).

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Band A (New to English) – Reading and viewing, and Writing

4. Effective and holistic

assessment

Use information gathered during the induction and initial assessment to inform lesson
planning and support.
Suggestions include:
 Finding out whether the learner has age-appropriate literacy in their home language.
This might be through conversation with parents/carers or through carrying out a home
language reading/writing assessment, where possible.
 Finding out about the learner’s educational history, including their preferences around
types of texts and stories. This may have been shared by parents/carers during the
initial admissions procedure. (bell-foundation.org.uk/learner-profile).
 Finding out what kind of reading the learner enjoys and procure suitable texts/books in
both English and, if possible, the language in which the learner prefers to read.

Adapt assessment procedures, including methods for providing feedback, to ensure they
take into account learners’ proficiency in English.
Suggestions include:
 Using the descriptors for bands A (new to English) and B (early acquisition) of the EAL
Assessment Framework to monitor progress and set targets. (bell-foundation.org.uk/
eal-assessment-framework).
 Ensuring the most appropriate access arrangements are used as part of normal
classroom practice ahead of statutory testing, including disapplying learners where
appropriate. For further details, see guidance from the Department for Education (DfE).
(gov.uk/government/publications/key-stage-2-tests-access-arrangements).
 Adapting formative and summative assessments where possible/appropriate to allow
the learner to demonstrate their understanding without relying too heavily on English
language proficiency. This could include:
Facilitating the use of home language(s) where possible;
Allowing a learner to give a spoken response;
Matching pictures to text;
Using true/false activities;
Gap fill activities;
Allowing a learner to use translation software.
 Giving feedback on written work that focuses on global errors which impede meaning/
understanding, more than on local errors, (e.g., such as putting the -s on “he speaks”)
which do not impede understanding.

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Band A (New to English) – Reading and viewing, and Writing

5. Social inclusion

Build in opportunities for learners to form friendships in the classroom.

Suggestions include:
 Giving the learner a visual ‘survival’ fan with phrases like ‘I’m sick’, ‘I need the toilet’, etc.
for use in class and the playground.
 Allowing learners who share the same language to sit together and work using their
preferred language(s) as well as English. This will facilitate the forming of friendships
and enable the learner to feel less isolated when using a preferred language for writing.
Making use of near-peer mentors can help to develop a learner’s resilience.
 Sitting learners with peers who will be supportive and encouraging and will also be able
to provide good models of reading and writing in English.

Signpost learners to opportunities beyond the classroom where they might become more
fully involved in school and community life.
Suggestions include:
 Encouraging involvement in extra-curricular clubs and opportunities, especially where
learners already have an interest, including those which might involve viewing or
reading, such as a film club.
 Encouraging learners to share books in their preferred language during events such as
World Book Day, thereby presenting the learner as an expert.

Ensure parents and carers are informed and able to be involved in their child’s education.
Suggestions include:
 Ensuring parents/carers understand the UK education system, including how the
transition between key stages and schools works. (bell-foundation.org.uk/english-
education-system).
 Ensuring parents/carers are consulted about decisions relating to their child’s
education. If the learner joins a younger age group for learning reading or for
handwriting practice, ensure that parents know this and explain that it is short-term,
and how it will support their learner.
 Providing vocabulary lists related to upcoming books and topics, and asking parents to
discuss these at home, making use of the languages they share.
Sending books home connected to any topic, as well as dual-language books for the learner
and their family to enjoy together. For examples, see Mantra Lingua (mantralingua.com/) or
Letterbox Library (letterboxlibrary.com).

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Band A (New to English) – Reading and viewing, and Writing

What might this look like in practice?

Example: Key stage 1 geography – seasons.

Teacher Class Band A learner

Sets up picture bingo game Play bingo – match words Plays bingo – with dual-
and models how it is played. on flashcards to pictures on language flashcards if able
bingo cards. to read in home language.

Sets drawing/writing task, Write descriptions of Draws picture of chosen

showing a model of what is seasons to go with their season. Uses a substitution
expected. pictures. table to write simple
sentences (“In summer it
is hot. We wear shorts.”) If
literate in home language,
encouraged to write in it.

Draws class attention to the Tidy up from drawing/ While class is tidying up,
words Foggy and Froggy – writing activity. before reading event starts,
using pictures to illustrate. has quick session with TA to
Ensures band A learner learn some key words: frog,
understands that one is a city, sea, farm, etc.
weather type and the other
involves lots of frogs!

Reads the story “Froggy day” Carpet time, listen to the For carpet time story, sits at
on the carpet. Points to key story “Froggy Day”. front where there is a good
words on pictures: frog, farm, view of the pictures. Listens
city, etc. to the story.

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Band A (New to English) – Reading and viewing, and Writing

Example: Key stage 2 geography – weather.

Teacher Class Band A learner

Uses pictures to name Names and discusses Seated with language
different weather conditions weather conditions in buddies if possible, or TA,
and leads discussion on response to picture prompts. uses picture prompts to
when and where these can be name weather conditions in
observed. home language and learn
the words in English. Uses
translation app if necessary.
Keeps glossary.

After discussion about Writes plan of what Matches pictures of

how the class will monitor equipment they will use to thermometer, beaker,
the weather, shows realia monitor the weather. bubbles, etc. to words.
(thermometer, bubbles,
beaker) and writes words on
board.
Elicits and models a written Writes plan of how Uses substitution table with
plan, before directing the they intend to monitor pictures to make sentences
class to write their own. temperature, wind, rainfall, e.g., “We will use the
etc. thermometer to monitor the
temperature every day.”

Monitors class as they write Drafts and redrafts plans. Practises reading sentences/
their plans. Finds time to key words from substitution
check in with band A learner tables with TA.
and practise new words.

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Early acquisition/emerging

Listening (understanding) Speaking

Demonstrating an emerging ability Oral competence includes emerging
to understand and respond verbally ability to respond verbally in
in interactions with others based on interactions with others.
their understanding of the context.

1. Multilingualism as
an asset

Plan opportunities for learners to make use of their linguistic expertise.

Suggestions include:
 Enabling learners to use their full linguistic repertoire, by grouping with friendly peers
with a shared language, and encouraging speech and writing in the learner’s home
language as well as in English. This works well for recapping previous learning and
discussing more abstract concepts.
 Providing a bilingual dictionary (bell-foundation.org.uk/bilingual-dictionaries) –
preferably age-appropriate and pictorial depending on the learner’s literacy level in
their home language. (For examples see Mantra Lingua https://uk.mantralingua.com/).
Some learners will need to be taught how to use bilingual dictionaries.
 Using translation apps, such as Say Hi (sayhi.com) and Microsoft Translator (microsoft.
com/en-us/translator/) to enable simultaneous speech translation in groups or 1:1. These
should be used judiciously and not detract from efforts to communicate spontaneously.

Encourage and actively promote opportunities for learners to develop and maintain literacy
skills in their home language and other languages they know.
Suggestions include:
 Learning to say a few phrases in the learner’s home language (e.g., good morning, thank
you, very good, see you tomorrow, etc.) and get them to correct your pronunciation and
maybe teach you a few more words.
 Asking the learner to take the register in their home language and teach the class to
respond correctly. In a plurilingual class you could rotate through different languages.

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Band B (Early acquisition) – Listening and Speaking

2. High expectations with

appropriate support

Plan opportunities for learners to encounter key curriculum learning in multiple ways.
Suggestions include:
 Using visual support such as props, objects, and pictures (e.g., pictures whilst telling a
story, model animals when introducing a classification topic etc.).
 Including practical activities to provide opportunities to discuss or encounter key
learning (e.g., dressing up as a Roman soldier when learning about what soldiers wore;
or designing and making a volcano when learning about the parts of a volcano).

Support the learner with specific areas of language development related to curriculum
learning.
Suggestions include:
 Continuing to give opportunities to speak and respond to questions even if the learner is
still ‘shy’ about talking.
 Targeting the learner regularly with closed questions and simple questions which
require one- or two-word answers (e.g., How many sides has a rectangle got? Do you think
this will sink or float? What did Charlie find inside the chocolate wrapper?).
(bell-foundation.org.uk/questioning-strategies).

Adapt teaching to ensure effective learning.

Suggestions include:
 Speaking clearly and slowly. If an idiomatic expression is used, expand the utterance to
include a ‘plain English’ equivalent (e.g., ‘It’s bucketing down, isn’t it? Raining a lot...’).
 Using facial expression, tone of voice, and body (gestures, quick mimes) to reinforce
meaning.
 Keeping instructions clear and simple with repeated instructional phrases/words
(e.g., put down, line up, first, next, then).
 Promoting active engagement in activities such as cold calling and loop games by
ensuring the learner has heard another learner model the response first.
 Praising and encouraging all attempts at communication.

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Band B (Early acquisition) – Listening and Speaking

3. Integrated focus on
content and language

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

Suggestions include:
 Continuing to interrogate units of work to identify the key language to be covered for
band B (early acquisition/emerging) learners, being mindful to distinguish between new
English words/phrases and new concepts.
 Identifying relevant tier 2 and 3 vocabulary central to the topic, remembering to include
accompanying prepositions and determiners.
 Continuing to plan how to teach the key language needed for band B learners,
remembering to distinguish between language that is new to the whole class, and
language that is new only to the band B learner.

Use appropriate strategies to explicitly teach vocabulary and structures necessary for
listening and speaking activities in upcoming topic/lesson(s).
Suggestions include:
 Continuing to use images (bell-foundation.org.uk/visuals), videos, demonstrations,
explanations and, where appropriate, also translations to demonstrate meaning. Ensure
learners have multiple opportunities to hear and say any new words.
 Building disciplinary literacy by carefully introducing and modelling the subject’s tier 2
and 3 words and phrases in context. This can be through questioning: (bell-foundation.
org.uk/questioning-strategies) “What do I mean when I say the poet personifies
Autumn?”, “What do you understand by the term osmosis? Have you heard that word
before?” (bell-foundation.org.uk/building-vocabulary).

Provide opportunities for learners to practise listening to and speaking about the language
of the curriculum.
Suggestions include:
 Using collaborative activities as a way of encouraging exploratory talk and thinking
between learners. (bell-foundation.org.uk/collaborative-activities). This is effective as a
means of building a secure knowledge base before beginning to write about a topic.
 Encouraging learners to predict what a story book will be about by looking at the cover/
saying the title (e.g., make a cut-out of a keyhole and place it over the cover of the book,
leaving about 50 per cent visible. Ask learners to say what they can see through the
keyhole. Teacher: “What can you see?” Band B learner: “I see green colour.” Teacher: “You
can see the colour green. Fantastic. So what things are green?”).

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Band B (Early acquisition) – Listening and Speaking

 Using sequencing activities (bell-foundation.org.uk/darts) to support the retelling of

stories and recounting a sequence of events. This can be by sequencing pictures, or
objects from the story.
 Using language drills (bell-foundation.org.uk/language-drills) to help learners rehearse
the pronunciation and aid recall and retrieval of new vocabulary and structures.
 Encouraging children to make up their own stories using visual prompts such as toys,
pictures, and word prompts (e.g.: “Once upon a time... but the problem was...so she
decided to...and then she” ...etc.). This can be done as a circle time activity with the
teacher leading the story and children taking it in turns to pull an object out of a bag in
the middle of the circle. For older children it can be set up in small groups.

4. Effective and holistic

assessment
Use information gathered during the induction and initial assessment to inform lesson
planning and support.
Suggestions include:
 Continuing to use information gathered during the induction process, together with
most recent assessments, to help inform decisions around lesson planning.
 Building a picture of prior learning for each new topic, being mindful to distinguish between
where the concepts are new and where only the English language is new, and using this to
help inform any support available in school, at home, or through external organisations.

Adapt assessment procedures, including methods for providing feedback, to ensure they
take into account learners’ proficiency in English.
Suggestions include:
 Using the descriptors for bands B (early acquisition/emerging) and C (developing
competence) of the EAL Assessment Framework to monitor progress and set targets.
(bell-foundation.org.uk/eal-assessment-framework).
 Correcting errors gently, for example through remodelling and recasting. (e.g.,
band B learner: I goed football my dad.
Teacher: You went to the football match with your dad, how exciting!).
 Using continuous formative assessment and observation to provide you with the
information you need to appropriately adapt teaching for the learner. For example, if you
notice that a learner often uses the wrong form of the verb (e.g., says “goed” instead of
went, “buyed” instead of bought, etc.) then you might play a quick class memory game of
“I went to the shop and I bought...” as a starter or end-of-day activity. This can easily be
adapted to be curriculum-related.

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 Consult the learner, especially at key stage 2, to find out what they are finding
challenging about understanding and speaking in English and use this to inform your
planning. For example, if the learner says that everybody speaks too fast, try to slow
down, remind peers on their table to speak clearly, and perhaps rehearse with the
learner how to ask for repetition or clarification.

5. Social inclusion

Build in opportunities for learners to form friendships in the classroom.

Suggestions include:
 Continuing to group the learner with sympathetic near-peer mentors who will include
and encourage the band B learner. Ideally, some would share a first language.
 Building in opportunities for the band B learner to be recognised as an expert.
For instance, their sporting ability or their knowledge of a specific topic such as
environmental issues in their home country.

Signpost learners to opportunities beyond the classroom where they might become more
fully involved in school and community life.
Suggestions include:
 Making sure that the learner has sympathetic and welcoming buddies with whom to
spend break and lunch times. If the learner is new to the school, make sure the buddies
explain how the school day works, what to do at lunchtime, where the toilets are, etc.
 Finding out about activities, sports, or hobbies which interest the learner and
introducing them to friendly members of any relevant clubs and teams.

Ensure parents and carers are informed and able to be involved in their child’s education.
Suggestions include:
 Introducing parents and carers, as well as school receptionists, to translation apps and
software such as Say Hi (https://www.sayhi.com/en/translate/languages/) which enable
instant spoken translation between a wide variety of languages.
 Continuing to identify regular opportunities to speak, informally, with family members
to develop relationships and also to share information to and from school, particularly
where the family have any concerns.
 Inviting family members into school to read or tell a story in their language(s).

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Band B (Early acquisition) – Listening and Speaking

What might this look like in practice?

Example: Key stage 1 maths – sorting and counting.

Teacher Class Band B learner

Sets up sorting activity Listens, watches. Listens, watches.
– explains that they will
be sorting plastic animals
and insects by the number
of legs they have. Speaks
clearly, facing the learner.
Demonstrates with pictures
on the IWB and by counting
the legs of a plastic beetle.

Monitors group, finds time to In groups, sort animals and Listens, joins in sorting
sit with band B learner and insects into groups of six activity, counts in preferred
practise counting. legs, four legs, two legs, and language. If possible, other
no legs. speakers of the home
language work in the group
so that vocabulary can be
translated and shared in both
languages.

Explains that each group will Organises tables, sets up Has a quick chat with TA
now have a Venn diagram Venn diagrams, uses paper or teacher to reinforce
and must sort animals into sheet or plastic hoops. vocabulary: legs, wings, both.
those with two legs, those
with wings and those with
both, putting animals which
fit none of these categories
back in the box. Speaks
clearly and demonstrates
activity before starting it.

Monitors groups, checks In groups, discusses and Fully participates in group

participation of band B sorts animals onto the Venn task, using preferred
learner, troubleshoots. diagram. language(s) and/or English.

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Band B (Early acquisition) – Listening and Speaking

Example: Key stage 2 – properties of 2D shapes.

Teacher Class Band B learner

Recaps on names of 2D Responds to questions by Listens and responds if
shapes, using pictures on naming shapes. confident.
IWB/plastic shapes.

Monitors and supports where Labels shapes on In a small, mixed group with
necessary. worksheets. good language role models
and TA, uses flashcards to
recognise and name shapes.
If time, TA can also pre-teach
vocab for next section: sides,
angles, right angle.

Introduces the vocabulary Listens, watches, responds. Listens, watches, responds –

of the properties of a shape uses Say Hi or similar app to
– sides, angles, right angles – translate some words.
uses pictures on IWB.
Sets up describe and draw Works in pairs to describe Works in a group of three,
barrier game by modelling it and draw 2D shapes watches both other group
with TA or a confident child. accurately, referring to name members do the task before
(bell-foundation.org.uk/ of shape, number and length doing it themselves. Works
barrier-games). of sides, angles, and right with good language models
angles. and, where possible, a
speaker of the same home
language(s).

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Classroom guidance and strategies to support EAL learners: Primary version

Early acquisition/emerging

Reading and viewing Writing

Making sense of written text at Demonstrating basic
word and phrase/sentence level, skills of spelling and
using visual information to sentence construction.
help decipher meaning.

1. Multilingualism as
an asset

Plan opportunities for learners to make use of their linguistic expertise.

Suggestions include:
 Allowing the older learner opportunities to write in their preferred language,
particularly if they know about a topic and want to demonstrate that they can do the
task in another language. (bell-foundation.org.uk/translanguaging).
 Developing routines and opportunities to use bilingual dictionaries (bell-foundation.
org.uk/bilingual-dictionaries) or translation software in order to promote greater
independence for the band B (early acquisition/emerging) learner.
 Using home language buddies to support reading for meaning. (bell-foundation.org.uk/
reading-for-meaning).

Encourage and actively promote opportunities for learners to develop and maintain literacy
skills in their home language and other languages they know.
Suggestions include:
 Signposting dual-language books available in the school and encouraging band B (early
acquisition/emerging) learners to read for pleasure in their preferred language(s) as
well as English.
 Providing opportunities for older, literate learners to build their background information
by directing them to read related articles, in their home language, for example through
Wikipedia (wikipedia.org) or through Khan Academy (khanacademy.org). This could
include watching videos with closed captions in their home language or English.

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Band B (Early acquisition) – Reading and viewing, and Writing

2. High expectations with

appropriate support

Plan opportunities for learners to encounter key curriculum learning in multiple ways.
Suggestions include:
 Continuing to provide printed versions of slides or pages from text books so the band B
learner can stick them in their book in order to refer back to, label, take home to share
with parents/carers, etc.
 Sourcing visual word mats or, where more appropriate, translated glossaries/topic-
specific word lists.

Support the learner with specific areas of language development related to curriculum
learning.
Suggestions include:
 Providing daily opportunities for band B learners to develop their accuracy and fluency
in reading. For instance, listening to a confident and patient peer reading and at the
same time following their own copy of the book, as well as reading to a trained adult.
 Providing daily opportunities for supported and independent handwriting practice for
learners who are not familiar with the Latin-based alphabet and have learnt to write in
a different script. This can be through modelling, for example using small whiteboards,
through the school’s adopted phonics scheme, or through programmes such as Write
Dance (writedancetraining.com).
 Encouraging the learner to predict when reading by eliciting what words could follow, or
what happens next.
 Considering cultural and historical learning as well as language. Providing exposure
to well-known traditional tales and children’s books to build up a cultural frame of
reference will help the learner access the curriculum as they progress through school.

Adapt teaching to ensure effective learning.

Suggestions include:
 Providing a visual timetable.
 Reading clearly and slowly and making use of visual aids such as pictures/puppets to
reinforce meaning. (bell-foundation.org.uk/visuals).
 Pointing to the key word you are referring to on the IWB or big book to allow the band B
learner to follow and start to match spoken form to written form.
 Continuing to use a mini-white board or notebook to provide simple scaffolding for
writing activities. (bell-foundation.org.uk/scaffolding).

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Band B (Early acquisition) – Reading and viewing, and Writing

3. Integrated focus on
content and language

Include the language demands of all subjects in all curriculum planning.

Suggestions include:
 Identifying key language at word and sentence level, which is pertinent to a topic,
particularly where it is assumed knowledge for the band B learner’s peers. This might
include tier 2 vocabulary (e.g., weight, material), useful collocations (e.g., made from),
or relevant grammatical structures (e.g., simple comparatives such as lighter than).
 Identifying opportunities in a scheme of work to explicitly teach targeted language use
and planning relevant activities to facilitate this. Where possible, support staff may be
able to facilitate this.

Use appropriate strategies to explicitly teach vocabulary and structures necessary for
reading/viewing and writing activities in upcoming topic/lesson(s).
Suggestions include:
 Pre-teaching key words and phrases for topics being covered in lessons without
decontextualising the learning. This might be done during targeted support sessions.
For example, a Year 2 class is about to start looking at materials and their uses in
science. Using realia and flashcards, the TA introduces the band B learner to wood,
metal, plastic, glass, paper, and cardboard, discusses what they are commonly used for,
and plays a bingo game to reinforce the vocabulary.
 Drawing attention to spelling patterns (e.g., formation of plurals) as a means of
developing greater independence in decoding unfamiliar words.
 Using phonics schemes judiciously, mindful that band B learners may not know
the meanings of the words they are decoding. Consider only focusing on the most
important/useful words and using a bilingual dictionary/translation tool to support
where necessary.

Provide opportunities for learners to practise reading/viewing and writing about the
language of the curriculum.
Suggestions include:
 Encouraging the learner to build up word banks and word webs in their own vocabulary
book.
 Dedicating time to the oral rehearsal of stories before writing, then offer sequencing
activities.
 Providing reading/writing tasks that have a link with main class topics. See curriculum-
related resources on The Bell Foundation website (bell-foundation.org.uk/resources).

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Band B (Early acquisition) – Reading and viewing, and Writing

 Using substitution tables (bell-foundation.org.uk/substitution-tables) for the learner

to practise key language features within common simple sentence structures, such as
subject-verb-object, (e.g., Windows are made from glass) subject-verb-complement,
(e.g., Glass is transparent).
 Using DARTs activities (bell-foundation.org.uk/darts) such as gap-filling, sentence
starters, and sequencing activities to enable the learner to demonstrate their learning
and simultaneously become familiar with key language structures in English. Many
scaffolds can be supplemented with visuals to further support understanding.

4. Effective and holistic

assessment
Use information gathered during the induction and initial assessment to inform lesson
planning and support.
Suggestions include:
 Building a picture of prior learning for each new topic, potentially through conversations
with the learner and/or their family, and using this to help inform any support available
in school, at home, or through external organisations supporting learners in the school.
 Using continuous formative assessment and observation to provide the information
needed to appropriately adapt teaching for the learner. For example, if you notice that a
learner often omits the articles (a, an, the), you might design a substitution table
(bell-foundation.org.uk/substitution-tables) which reinforces these as well as the
curriculum task.

Adapt assessment procedures, including methods for providing feedback, to ensure they
take into account learners’ proficiency in English.
Suggestions include:
 Using the descriptors for bands B (early acquisition) and C (developing competence) of
the EAL Assessment Framework (bell-foundation.org.uk/eal-assessment-framework) to
monitor progress and set targets.
 Adapting formative and summative assessments, where appropriate, to allow the
learner to demonstrate their subject knowledge without relying too heavily on English
language proficiency. This could include:
Using True or False statements;
Using multiple-choice questions;
Allowing a learner to give a spoken response;

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Band B (Early acquisition) – Reading and viewing, and Writing

Gap-fill activities;
Allowing a learner to use translation software;
Ensuring the language of the instructions is accessible;
Allowing extra time, particularly where the assessment includes reading longer
passages.
 Giving indirect feedback on a first draft (e.g., by underlining the problematic word), and
asking the learner to self-correct before giving direct feedback (e.g., explicitly pointing
out what was wrong and what it should be), on the second draft. This becomes more
important as the learner progresses through the bands.
 Focusing on one or two areas for language development, such as use of the past tense
or capitalisation, within the context of the learner’s work.

5. Social inclusion

Build in opportunities for learners to form friendships in the classroom.

Suggestions include:
 Helping build mixed language friendship groups by seating learners with friendly peers
who are good models of English including, wherever possible, some who share the same
language, for reading and writing group tasks. Continuing to use near-peer mentors will
foster resilience.
 Using collaborative activities (bell-foundation.org.uk/collaborative-activities) which
require working with different learners (e.g., Pelmanism games or information gap
activities (bell-foundation.org.uk/information-gap-activities)).

Signpost learners to opportunities beyond the classroom where they might become more
fully involved in school and community life.
Suggestions include:
 Involving learners as linguistic experts in making plurilingual wall displays, to celebrate
linguistic diversity and welcome new children to the school.
 Encouraging involvement in extra-curricular clubs and opportunities, especially where
learners already have an interest, including those which might involve viewing or
reading, such as a film club.
 Encouraging learners to share books in their preferred language during events such as
World Book Day, thereby presenting the learner as an expert.

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Band B (Early acquisition) – Reading and viewing, and Writing

Ensure parents and carers are informed and able to be involved in their child’s education.
Suggestions include:
 Overcoming communication barriers with parents by making school information clear
and accessible using visuals, unambiguous language, and use of translations and
interpreters where necessary/possible.
 Ensuring that invitations to coffee mornings, school productions, charity events, and
sports fixtures, etc. are extended to the families in their preferred languages.
 Ensuring that information about the education system and the school itself is available
in a family’s preferred language(s). (bell-foundation.org.uk/english-education-system).
 Sharing translated guidance about how parents and carers might be able to support
their child’s learning at home. (bell-foundation.org.uk/helping-children-learn).

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Band B (Early acquisition) – Reading and viewing, and Writing

What might this look like in practice?

Example: Key stage 1 science – parts of a plant.

Teacher Class Band B learner

Introduces topic of plants. Moves into home groups and Works in friendly group with
Tells class to take it in turns, discusses what they already other speaker(s) of home
in their home groups, to know about plants. language or other languages
share what they already they know, if possible.
know about plants. Learners use their preferred
language(s) to discuss what
they already know about
plants.

Makes sure band B learner Each group has a plant to Listens carefully to teacher’s
can see the teacher and look at and laminated labels pronunciation of the words,
demonstration. Shows class to paperclip to the plant. paying particular attention
a plant, removes it from the Learners select the correct to initial sounds in order to
pot to show the root. Shows label as the teacher shows select correct label.
words leaf, stem, and root on it.
board, and points as they say
them.
Asks class to label leaf, stem, Each learner labels their Works with partner to label
and root on diagram of a diagram. diagram in English and
plant. preferred language.

Explains the function of Listens to recap and asks Working with TA if available,
leaves, roots, and stems, questions if necessary. or shared language peers,
pointing to parts of plant points to relevant words
and words on board as they and pictures as the teacher
speak. mentions them.

Shows video (e.g., The parts Writes sentences under their Writes sentences under their
of a plant – BBC Bitesize) or a plant diagram to explain diagram using a substitution
diagram to illustrate. the function of root, stem, table or matching sentence
leaves. halves.
Models a sentence on the
board to explain the function
of one plant part (e.g., The
stem moves water up the
plant).

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Band B (Early acquisition) – Reading and viewing, and Writing

Example: Key stage 2 science: impact of diet, exercise and drugs on the human body.

Teacher Class Band B learner

Shows diagram of human Contributes prior knowledge. Works with friendly peer or
body on IWB and adds labels TA if available. Uses word
for brain, heart, lungs, and mat or bilingual word list.
circulatory system. Invites Encouraged to contribute if
class to participate. confident.

Puts class into groups to Each group researches the Researches as part of group
read and research about the impact of one factor – diet, using preferred language.
impact of one factor on the exercise, or drugs from Uses visual clues in texts,
body. Puts band B learner in carefully chosen texts word mat of key words, and
friendly group with access to (containing visuals), videos, relevant sites on the internet,
another speaker of the home and/or the internet. enabling translations as
language or other languages appropriate.
they know, if possible. Checks
that band B learner knows
how to activate subtitles in
their preferred language
on videos and knows how to
access information on the
internet in their preferred
language (e.g., by accessing
the relevant Wikipedia pages
or by translating internet
pages).

Explains that each group Each group produces a Contributes to poster,

must create a poster poster about the effects of including contributions in
explaining their findings. their given subject on the home language. Encouraged
Explains success criteria human body. Poster must to write some words/
including bonus points for include visuals and writing. sentences in English too.
posters which use scientific
words, have beautiful
illustrations, and words in
more than one language.

Sets up peer feedback Each group leaves their Circulates with group,
activity. Models examples of poster on their table and encouraged to write some
what feedback notes might circulates to read other feedback – perhaps with
look like (e.g. “we liked the posters and make positive some pre-written post-it
diagram/useful explanation comments on post-it notes. notes.
of.../thank you for showing
us how to write heart in
Ukrainian”).

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Band C
Classroom guidance and strategies to support EAL learners: Primary version

Developing competence/expanding

Listening (understanding) Speaking

Developing more independence in Emerging competence in
the use of the basic listening skills spontaneous expression
needed to engage with learning. and communication.

1. Multilingualism as
an asset

Plan opportunities for learners to make use of their linguistic expertise.

Suggestions include:
 Continuing to acknowledge the learner’s linguistic expertise (e.g., by asking them to
teach the class how to answer the register, greet people, or say goodbye using their
home language(s)).
 Encouraging learners with shared languages to use them in class discussions and
then to draw comparisons between their language and English (e.g., by recognising
comparisons in sounds and vocabulary).

Encourage and actively promote opportunities for learners to develop and maintain literacy
skills in their home language and other languages they know.
Suggestions include:
 Keeping parents informed of topics being covered in class and encouraging exposure,
research, and discussion in the family’s home language where possible.
 Continuing to encourage parents to ensure the learner develops age-appropriate oracy
in their home language. For example, by sourcing age-appropriate books and talking
about them; watching TV programmes/films together and discussing them; discussing
current affairs.
 Inviting parents/carers into school to tell stories or teach songs/rhymes in their home
language(s).

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Band C (Developing competence) – Listening and Speaking

2. High expectations with

appropriate support

Plan opportunities for learners to encounter key curriculum learning in multiple ways.
Suggestions include:
 Using collaborative activities (bell-foundation.org.uk/collaborative-activities) that help
scaffold talk as a way of encouraging exploratory talk and thinking between learners
(e.g., sorting/matching/spotting/sequencing activities, or use of graphic organisers
(bell-foundation.org.uk/graphic-organisers).

Support the learner with specific areas of language development related to curriculum
learning.
Suggestions include:
 Targeting the learner for daily differentiated questions (bell-foundation.org.uk/
questioning-strategies) connected to the curriculum. These should start to introduce
unfamiliar vocabulary such as synonyms of frequently used words. Ask a mixture of
closed questions (e.g., “What is five take away four?”) and open questions (“Why do you
think the farmer looks grumpy in this picture?”).

Adapt teaching to ensure effective learning.

Suggestions include:
 Continuing to use comprehensible English: speak clearly, avoid unnecessary idioms,
and chunk instructions, but starting to speak more naturally, for example by including
more routine expressions (e.g., “Work hard”, “Try your best”).
 Continuing to provide thinking time when learners are responding to more open
discussion questions.
 Encouraging the band C learner to ask questions for both social and academic
purposes, for example by using collaborative learning activities (bell-foundation.org.uk/
collaborative-activities) and drama activities such as hot-seating (bell-foundation.org.
uk/drama-and-role-play).
 Using synonyms/simple alternatives during whole-class teaching to clarify meaning
(e.g., “He is determined to reach the river/he wants to go to the river ... so that he can warn/
tell ... the others”).

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Band C (Developing competence) – Listening and Speaking

3. Integrated focus on
content and language

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

Suggestions include:
 Identifying the language and structures needed for a topic, including key tier
2 language. Designing collaborative activities that will involve the use of band-
appropriate language, such as two tenses and connectors. For example, to compare an
ancient civilisation with the present day using a graphic organiser (bell-foundation.org.
uk/graphic-organisers), such as a Venn diagram.

Use appropriate strategies to explicitly teach vocabulary and structures necessary for
listening and speaking activities in upcoming topic/lesson(s).
Suggestions include:
 Identifying the language structures needed for a curriculum activity/task and modelling
them. Then elicit the same structures from the learner by use of targeted questions
(e.g., “We are going to use a thermometer to measure the temperature. What are we going
to use to measure the length?”).

Provide opportunities for learners to practise listening to and speaking about the language
of the curriculum.
Suggestions include:
 Using role-play and drama activities (bell-foundation.org.uk/drama-and-role-play)
to scaffold spoken curriculum language and encourage appropriate unscripted
contributions, for example through hot-seating.
 Use barrier games and information gap activities (bell-foundation.org.uk/information-
gap-activities) to scaffold speaking about curriculum topics. For example, give
each child a card with a picture of a different minibeast and ask them to introduce
themselves: “I am a centipede.” Then ask and answer questions in small groups
(e.g., “How many segments are there to your body? Have you got antennae?”).

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Band C (Developing competence) – Listening and Speaking

4. Effective and holistic

assessment

Use information gathered during the induction and initial assessment to inform lesson
planning and support.
Suggestions include:
 Keep an ongoing dialogue with the learner about what they are finding challenging in
speaking and listening to English, and build strategies to address these areas into your
planning.

Adapt assessment procedures, including methods for providing feedback, to ensure they
take into account learners’ proficiency in English.
Suggestions include:
 Using the descriptors for bands C (developing competence) and D (competent) of the
EAL Assessment Framework (bell-foundation.org.uk/eal-assessment-framework) to
monitor progress and set targets.
 Encouraging learners to self-correct irregularities in their own speech by helping and
praising them if they do so.
 In spoken assessments, such as presentations, provide scaffolding such as picture
prompts or word mats of academic language for the band C (developing competence)
learner to refer to.

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Band C (Developing competence) – Listening and Speaking

5. Social inclusion

Build in opportunities for learners to form friendships in the classroom.

Suggestions include:
 Establishing a classroom environment where talking activities are planned for as an
integral part of the learning process and school day.
 Grouping the learner with friendly peers, including speakers of the same home
language where possible, in order to help build mixed language friendship groups.
These need not always be the same learners as the buddies.
 Signposting the learner to any after-school or extra-curricular clubs and activities which
match their interests, particularly those which might provide opportunities to practise
listening and speaking. For example, drama and music clubs.

Signpost learners to opportunities beyond the classroom where they might become more
fully involved in school and community life.
Suggestions include:
 Arranging for a small group of sympathetic peers to be buddies to new arrivals, and to
look after them at lunch and play times. If possible, include a speaker of the same home
language(s) as well as good models of English and behaviour.
 Starting to encourage band C learners to take on the responsibilities of a near-peer
mentor for new arrivals, particularly where the learners share a language.

Ensure parents and carers are informed and able to be involved in their child’s education.
Suggestions include:
 Recommending books, films, and TV programmes which will build up the learner’s
cultural frame of reference.
 Ensuring families are aware of information evenings and events, and encouraging them
to attend, providing language support where appropriate.

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Band C (Developing competence) – Listening and Speaking

What might this look like in practice?

Example: Key stage 1 – Farmer Duck role-play.

Teacher Class Band C learner

After sharing the story of Works in groups to think Works in a small group, with
Farmer Duck, elicits what of questions to ask the TA if available, to prepare
questions the class might characters from the book. some questions to ask the
want to ask the characters characters and practise
(the farmer, the duck, and saying them.
a sheep.) Draws attention
to question words such as
why, how, where, who and
rehearses example questions
and answers.

Teacher in role as the farmer. Watches, listens and asks Watches, listens and asks,
Learners ask questions and questions to the teacher in if confident, questions that
teacher answers e.g., “Why role as farmer. they have rehearsed.
did you let the duck do all
the work?” “Because I prefer
reading the newspaper and
eating chocolates.”

Invites a confident pupil Watches, listens and asks Watches, listens and asks a
to be the duck. Class asks questions to the learner in question if confident.
questions and “duck” role as the duck.
answers e.g., “How did you
feel every day?” “I felt tired
and fed up with the lazy
farmer.”

Gives out role-play masks or Works in a small group, Works in a small group, with
badges to groups and sets up taking turns with character TA if available and shared
practice session. masks, to practise asking speakers of home language,
questions and answering taking turns with character
them in role. masks, to practise asking
questions and answering
them in role.

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Band C (Developing competence) – Listening and Speaking

Example: Key stage 2 geography– volcanic eruptions.

Teacher Class Band C learner

Explains that the class will Practises how to say key Practises how to say key
be making a presentation to words. Revises meanings of words, with TA if available.
their parents/carers about key words. Revises meanings of key
their recently completed words, referring back to a
module on volcanoes and word map/glossary.
that it is important that they
can say and understand
the specialist words about
volcanoes. Shares list of
words and models how to say
them. Revises the meanings
by eliciting definitions from
the class.
Gives each group an aspect Works in pairs or threes to Works in friendly group,
of volcanoes to present, match curriculum words with TA if available, to check
along with some key words and phrases with definitions comprehension, practise
which must be used e.g., (e.g. tectonic plates – pieces saying the specialist words
“Your group is going to tell of the Earth’s crust) and and matching the words and
everyone about the two types to practise saying and definitions. Band C learner
of volcano. So, you need to explaining the words (e.g., asks the rest of the group
use the words composite “Magma is a mixture of questions where they are
and shield, and you need to molten rock and gas.”) unsure of details.
explain the difference and
give examples.”

Monitors groups as they Works in small groups to Works with group, using
prepare. Directs TA, if prepare their section of the a word mat with pictures/
available, to check in with presentation, including the translations.
band C learner’s group and specialised words given. Negotiates with group which
ensure they have a part to sections they will speak
play. about.
Contributes at least
one statement to the
presentation or more,
depending on confidence,
and responds to feedback
from group as appropriate.

Models a section of a poor Watches the presentations Watches the presentations

presentation in which a and gives constructive and contributes to feedback.
specialist word is used feedback around body Contributes at least a
wrongly. Then models a language, speaking loudly sentence to own group’s
good one. Asks each group and clearly, using specialist presentation.
to present to the class and words.
peers to give feedback. Delivers presentation.

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Band C www.bell-foundation.org.uk

Developing competence/expanding

Reading and viewing Writing

Drawing on growing knowledge Demonstrating competence in
of vocabulary and grammar to independent use of vocabulary and
engage with curriculum-related construction of simple sentences.
texts and tasks.

1. Multilingualism as
an asset
Plan opportunities for learners to make use of their linguistic expertise.
Suggestions include:
 Allowing and encouraging use of the home language(s) in planning writing, note taking,
and labelling (bell-foundation.org.uk/translanguaging).
 Encourage use of bilingual dictionaries (bell-foundation.org.uk/bilingual-dictionaries)
and translation apps, such as Microsoft Translator (microsoft.com/en-us/translator/)
in reading and viewing/writing activities and frame this to the class as a perk of being
plurilingual.

Encourage and actively promote opportunities for learners to develop and maintain literacy
skills in their home language and other languages they know.
Suggestions include:
 Continuing to encourage reading widely for pleasure in whichever language(s) the
learner chooses, including dual language books. For examples, see Mantra Lingua
(mantralingua.com/).
 Including samples of writing in other languages in class wall displays of excellent work.

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Band C (Developing competence) – Reading and viewing, and Writing

2. High expectations with

appropriate support

Plan opportunities for learners to encounter key curriculum learning in multiple ways.
Suggestions include:
 Ensuring that a range of genres, including for example, diaries, letters, and newspaper
articles, are included in curriculum planning.

Support the learner with specific areas of language development related to curriculum
learning.
Suggestions include:
 Explaining cultural references (such as nursery rhymes or British traditions) when they
arise.

Adapt teaching to ensure effective learning.

Suggestions include:
 Using DARTs activities (bell-foundation.org.uk/darts), such as sequencing and gap-fill
to scaffold reading and viewing, and writing.
 Providing models (bell-foundation.org.uk/modelling) of writing genres and giving the
learner a copy of the model to refer to when composing their own piece.
 Modelling text construction, by using joint construction, or dictogloss (bell-foundation.
org.uk/dictogloss).

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Band C (Developing competence) – Reading and viewing, and Writing

3. Integrated focus on
content and language

Include the language demands of all subjects in all curriculum planning.

Suggestions include:
 Identifying opportunities to explicitly model the most pertinent language features for
learners at band C. For example, writing up science experiments would allow learners to
expand sentences to provide detail, for example, by using prepositional phrases.
 Equipping the learner, wherever possible, with relevant vocabulary for upcoming
lessons by pre-teaching or sending bilingual flashcards or word lists home for self-
study (bell-foundation.org.uk/building-vocabulary).

Use appropriate strategies to explicitly teach vocabulary and structures necessary for
reading/viewing and writing activities in upcoming topic/lesson(s).
Suggestions include:
 Using visual word mats to support reading and writing activities. Visit the resources
area on The Bell Foundation website (bell-foundation.org.uk/resources) for curriculum-
related visuals.

Provide opportunities for learners to practise reading/viewing and writing about the
language of the curriculum.
Suggestions include:
 Using highlighting activities to notice and record specific language in writing for
different subjects. For example:
Time sequencing words such as firstly, secondly, next, finally;
Storytelling conventions such as once upon a time, suddenly, all at once. For younger
children, picture flashcards may work better for this.
 Using jigsaw reading activities (bell-foundation.org.uk/jigsaw-activities) to allow
deeper engagement with texts, including opportunities to retrieve and then retell key
information.
 Using substitution tables (bell-foundation.org.uk/substitution-tables) to reinforce
language structures where the learner is still developing, at the same time as cementing
curriculum content. For example, if the learner does not consistently add the –s on a
third-person verb, writing sentences like “Violet Beauregarde always chew gum”, “Charlie
want to see inside the chocolate factory,” a substitution table could provide practice in
correcting this whilst still being linked to the curriculum work.

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Band C (Developing competence) – Reading and viewing, and Writing

4. Effective and holistic

assessment

Use information gathered during the induction and initial assessment to inform lesson
planning and support.
Suggestions include:
 Using observation and formative assessment to identify areas of English language
where the learner needs more input, and use or adapt tasks to address these needs. For
example, where a learner confuses past and present tenses, consider:
Asking the learner to highlight past-tense verbs in a passage during shared reading;
Encouraging learners to self-correct during editing work.

Adapt assessment procedures, including methods for providing feedback, to ensure they
take into account learners’ proficiency in English.
Suggestions include:
 Using the descriptors for bands C (developing competence) and D (competent) of the
EAL Assessment Framework (bell-foundation.org.uk/eal-assessment-framework) to
monitor progress and set targets.
 Including language targets in any self- or peer-review checklists.
 Ensuring that instructions for assessments are unambiguous.
 Adapting longer texts to make reading easier, for example by increasing font size,
increasing the space between lines of text, and including margins to allow annotation.
 Facilitating the use of translation tools or dictionaries, with extra time allowed for the
work involved, particularly where this is in preparation for key stage 2 SATs. For further
details, see guidance from the DfE. (gov.uk/government/publications/key-stage-2-tests-
access-arrangements).
 Making any test papers as visual as possible, using pictures, diagrams, and examples.
 Ensuring that written feedback is clear and unambiguous, and captures areas for
language development as well as understanding of curriculum.

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Band C (Developing competence) – Reading and viewing, and Writing

5. Social inclusion

Build in opportunities for learners to form friendships in the classroom.

Suggestions include:
 Involving the learner in shared reading activities, including reading books in their
preferred language(s) and bilingual books.
 Using jigsaw reading activities (bell-foundation.org.uk/jigsaw-activities) to help foster
mixed language groups.
 Using collaborative writing activities and placing the learner in a friendly group where
they can learn from and with peers.

Signpost learners to opportunities beyond the classroom where they might become more
fully involved in school and community life.
Suggestions include:
 Encouraging the learner to join lunchtime clubs which might also facilitate reading for
pleasure. For example, book or story clubs.

Ensure parents and carers are informed and able to be involved in their child’s education.
Suggestions include:
 Sending reading books home. These could be in English, the home language, or
bilingual – a mixture is good. Recommend that parents talk to their child about the book
in their home language(s). Suggest that the learner reads in English and explains what
is happening in the home language(s) (bell-foundation.org.uk/helping-children-learn).
 Ensuring, where necessary, that families receive clear instructions about how to use
translation facilities on school communication systems.
 Ensuring that translated versions of newsletters etc. are available for parents and carers
who need them.
 Ensuring that letters about extra-curricular activities and opportunities are translated
where appropriate and that parents/carers are made aware of expectations. For
example, cut-off dates and support with costs.

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Band C (Developing competence) – Reading and viewing, and Writing

What might this look like in practice?

Example: Key stage 1 literacy – We’re going on a bear hunt.

Teacher Class Band C learner

Recaps on story, eliciting Contributes. Listens and joins in if
contributions from class, confident.
using mime to reinforce
meaning and to encourage
active participation.

Gives laminated pictures Sequences pictures, in Works with a friendly group

from the book to groups of groups, to tell story. to sequence pictures.
learners to sequence.

Explains that they are going Reads laminated words, in Works with a friendly group,
to put words with each groups, and decides which and TA if available, to sound
picture. Gives out laminated picture they belong to, out the words. Matches
words to groups and asks then places them under the words to each picture.
them to place the words with picture.
the pictures.

Explains that the words need Groups break into pairs to Works in a pair or group of
to be part of a sentence to compose and write down three with friendly peers,
tell the story. Asks learners sentences. preferably including a
to work in pairs to construct speaker of the same home
sentences to go with each language(s) and a good
picture. model of English. Uses
adapted task (e.g., a gap-fill
or sentence stems).

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Band C (Developing competence) – Reading and viewing, and Writing

Example: Key stage 2 history – the Tudors.

Teacher Class Band C learner

Sets up groups for research, Works in groups. Each group With a group, researches
placing band C learner to research an aspect of an aspect of Tudor life,
with sympathetic peers Tudor life (e.g., food, clothes) using word mat, webpages
which, if possible, includes using computer and/or in preferred language, and
a speaker of the same home books. translation software. If
language(s). Then monitors possible, works with another
groups. learner who shares their
language(s).

Explains that each group Pools knowledge and makes Pools knowledge and makes
should pool their knowledge notes. notes in preferred language.
and each group member
should take notes because
they will need to share their
research findings with other
groups. Monitors, makes sure
Band C learner has some
notes.

Explains that each group Each group sends a Paired with a friendly and
needs to break into “expert representative to each other able peer as joint group reps
pairs” and form new groups group to cascade knowledge to do this part of the task.
with representatives from about Tudor food and gain Might choose to make notes
other groups to complete knowledge about other in home language(s).
a questionnaire about areas of Tudor life. Makes
all aspects of Tudor life. notes under headings.
Organises groups, mindful of
placing band C learner with
sympathetic peers.

Monitors groups. Checks Completes questionnaire Completes substitution

for comprehension, extends about all aspects of life in table questionnaire about
conversations by asking Tudor times. all aspects of life in Tudor
questions. times. Might use translation
software/bilingual dictionary.

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Band D
Classroom guidance and strategies to support EAL learners: Primary version

Competent

Listening (understanding) Speaking

Applying listening skills over Competence in producing more
an increasing range of contexts varied and complex speech in a
and functions. wider range of contexts.

1. Multilingualism as
an asset

Plan opportunities for learners to make use of their linguistic expertise.

Suggestions include:
 Continuing to provide opportunities for those who share a language to use it to
discuss and share complex ideas when working together (bell-foundation.org.uk/
translanguaging).
 Identifying opportunities to call on the linguistic expertise of multilingual learners to
enrich lessons and inform the class as opportunities arise (e.g., asking them to work out
the meaning of unfamiliar English words or phrases by using their knowledge of words
or prefixes, recognising words similar to English or other languages, and talking about
common roots).
 Creating opportunities for confident learners to teach their peers songs and poems in
their preferred language (e.g., as part of “Language of the month” activities).

Encourage and actively promote opportunities for learners to develop and maintain literacy
skills in their home language and other languages they know.
Suggestions include:
 Liaising with the relevant staff to provide access to a range of age-appropriate books in
the languages spoken by the class.
 Encouraging learners to read books for pleasure and then for those learners who share
a language to discuss and recommend books.

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Band D (Competent) – Listening and Speaking

2. High expectations with

appropriate support

Plan opportunities for learners to encounter key curriculum learning in multiple ways.
Suggestions include:
 Building in collaborative activities that help scaffold talk as a way of encouraging
exploratory talk and thinking between students (bell-foundation.org.uk/enhancing-
classroom-talk), such assorting, matching, spotting the difference, sequencing
activities (bell-foundation.org.uk/darts), or use of graphic organisers (bell-foundation.
org.uk/graphic-organisers).

Support the learner with specific areas of language development related to curriculum
learning.
Suggestions include:
 Creating regular opportunities for the learner to answer more complex questions in
terms of language structure and thinking (e.g., “What do you think about ...?”, “How do
you know ...?”, “What might happen if...?”) (bell-foundation.org.uk/enhancing-classroom-
talk).

Adapt teaching to ensure effective learning.

Suggestions include:
 Giving the learner questions beforehand to enable them to identify complex, detailed, or
specific information when listening to spoken and audio-visual texts (e.g., “After I finish
reading the story, I’m going to ask you to remember three jobs that the duck did for the
farmer.”).
 Giving the learner more thinking time, where necessary, when participating in complex
interactive listening activities (e.g., group performances or class discussions) to enable
them to process complex information and language structures.
 Allowing the learner to rehearse their part with sympathetic peers or an adult, when
taking part in class/group presentations.

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Band D (Competent) – Listening and Speaking

3. Integrated focus on
content and language

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

Suggestions include:
 Planning for the vocabulary and language structures needed for topic, task, and/or
genre (e.g., “I think this will float because it is quite light. This might sink because it is
full of holes.” to predict and hypothesise).

Use appropriate strategies to explicitly teach vocabulary and structures necessary for
listening and speaking activities in upcoming topic/lesson(s).
Suggestions include:
 Encouraging band D learners to use a wider range of vocabulary, such as abstract
nouns, relevant subject-specific words, phrases of time and place, longer noun phrases,
longer utterances with connectors, when the opportunity arises (e.g., when the learner
is planning or rehearsing what to say).
 Teaching and rehearsing age-appropriate language needed for debate and
participation, including agreeing and disagreeing, stating and justifying opinions, and
challenging others (e.g., “In my opinion...”, “I disagree because...”, “I see what you mean,
but...”).

Provide opportunities for learners to practise listening to and speaking about the language
of the curriculum.
Suggestions include:
 Incorporating frequent five-minute age-appropriate language knowledge activities into
class teaching, e.g., synonyms, antonyms, derivations, suffixes/prefixes.
 Teaching and practising language for agreeing/disagreeing and expressing opinions in
class/group discussions.
 Using graphic organisers (bell-foundation.org.uk/graphic-organisers) to generate talk
and support understanding. This might include using diamond 9 activities to generate
opportunities to express opinions and make comparisons.

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4. Effective and holistic

assessment

Use information gathered during the induction and initial assessment to inform lesson
planning and support.
Suggestions include:
 Continuing to use information gathered during the induction process and subsequent
assessments to help inform decisions around lesson planning. For example, where a
learner’s previous experience of education was heavily teacher-led, they may need time
to adjust to more collaborative learning approaches. This remains true even where a
learner is operating at band D for listening and speaking.
 Building a picture of prior learning for each new topic and using this to help inform
recommendations for self-directed and/or home learning.

Adapt assessment procedures, including methods for providing feedback, to ensure they
take into account learners’ proficiency in English.
Suggestions include:
 Using the descriptors for bands D (competent) and E (fluent) of the EAL Assessment
Framework (bell-foundation.org.uk/eal-assessment-framework) to monitor progress and
set targets.
 Introducing age-appropriate success criteria for speaking and providing opportunities
for self- and peer-review.
 Encouraging older learners to regularly monitor their own language use, for example by
providing tally sheets to record:
How often they spoke in their group;
How often they agreed/disagreed;
How often they gave evidence to support their view;
How often they asked for clarification.

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Band D (Competent) – Listening and Speaking

5. Social inclusion

Build in opportunities for learners to form friendships in the classroom.

Suggestions include:
 Ensuring the band D learner is with friendly peers during group work, who provide good
role models. This is particularly important for band D learners who are new arrivals.
Include learners who share the home language where possible, to facilitate mixed
language friendship groups.
 Building in opportunities for the band D learner to work closely with a wider range of
learners in the class, including those who might offer challenge.

Signpost learners to opportunities beyond the classroom where they might become more
fully involved in school and community life.
Suggestions include:
 Inviting band D learners to be part of buddy groups for new to English learners of the
same language(s) and make this a high-status position. This might involve showing new
and prospective arrivals around the school, explaining the school day and routines, and
being available to answer questions.
 Signposting the learner to any extracurricular clubs and activities in line with their
interests and hobbies, particularly those which provide opportunities to develop
listening and speaking skills, including with new audiences. For example, peer
mentoring.
 Setting up conversation clubs in which older learners or volunteers interact with
younger learners, including those using EAL, to play board games or discuss topics of
interest.
 Encouraging band D learners to become involved in school councils or as class
representatives.
 Encouraging learners to take part in events which require extended periods of listening,
including to unfamiliar topics. For example, events for Parliament week.

Ensure parents and carers are informed and able to be involved in their child’s education.
Suggestions include:
 Ensuring that opportunities to become involved in the life of the school (e.g., parent
voice, school governor, PTA) are extended to the families in their preferred languages.
 Continuing to share translated guidance about how parents and carers might be able to
support their child’s learning at home (bell-foundation.org.uk/helping-children-learn).

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Band D (Competent) – Listening and Speaking

What might this look like in practice?

Example: Key stage 1 history – Victorian schools.

Teacher Class Band D learner

Recaps and rehearses Rehearses agreeing and Rehearses with supportive
language for suggestions and disagreeing politely and how peers, discussing how to
agreeing/disagreeing. to make frozen pictures. develop their ideas.
Explains that learners will be
creating frozen pictures, like
snapshots, to show aspects of
school life in Victorian times
and nowadays.
Asks a couple of confident
children to model a frozen
picture at the front of the class
to demonstrate, or models it
themselves with a TA.
Monitors groups. Works in a group of three to Works in a group of three to
Finds time to check in with invent and practise a frozen invent and practise a frozen
band D learner (or directs picture to show an aspect of picture to show an aspect of
a TA) to make sure they are life in Victorian schools and life in Victorian schools and
contributing and involved, and another to show an aspect another to show an aspect
where appropriate, eliciting of life in their current school of life in their current school
more information to support (e.g., a teacher is about to as teacher or TA monitor and
their frozen pictures. strike a child’s outstretched provide support when needed
hand with a ruler in a (e.g., a teacher is about to
Victorian classroom; children strike a child’s outstretched
sit to watch a video in a hand with a ruler in a
contemporary classroom). Victorian classroom; children
sit to watch a video in a
contemporary classroom).
Recaps and rehearses Rehearses language for Rehearses with group and
language for guessing and guessing/surmising. with TA if available.
surmising: “I think it’s ...
because...”, “The ... makes me
think it must be ...”, and writes
some sentence stems on
board.
Leading activity – groups Shows their freeze frames to Shows their freeze frames to
take it in turns to present the rest of the class, watches the rest of the class, watches
and guess. Makes sure the other groups, and guesses the other groups, and guesses
band D learner is involved what is happening and when what is happening and
by nominating if necessary, (e.g., “I think it’s a Victorian when: “I think it’s a Victorian
but after two or three other classroom because the children classroom because the
learners have taken their turn, are sitting in rows.” “I can children are sitting in rows.” “I
thereby providing further tell it’s a modern classroom can tell it’s a modern classroom
modelling. because the children are using because the children are using
computers.”). computers.”

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Band D (Competent) – Listening and Speaking

Example: Key stage 2 history – Ancient Egyptian life.

Teacher Class Band D learner

Explains that with the help Listens. Listens. TA checks
of her magic time travel Suggests possible topics understanding of complex
machine, she has arranged and questions which could instructions by asking
for children from ancient be asked. learner to repeat what they
Egypt to talk to the class are being asked to do.
about their lives and to ask Suggests possible questions
questions about life in the if confident.
UK today. Divides the class
into equal numbers of small
groups. Explains that half
are to mind map questions
to ask the Ancient Egyptian
children. The second half
are to imagine they are the
Ancient Egyptian children
and will mind map what they
would wish to know about life
so far into the future. Gives/
elicits areas to consider,
for example, food, games,
school, houses, etc., and a
sample question or two.

Gives out prompt sheet with In small groups, discusses In a small group, discusses
ideas for question starters and composes questions. and composes questions.
(e.g., foregrounding question Some use prompt sheets for Uses prompt sheet of
structure in relevant tense). ideas. question starters. Clarifies
question structure where
necessary with peer or with
teacher/support assistant.

Invites groups to share their Shares questions. Shares questions once they
best questions. Collates have heard other groups
some of best questions on model theirs first.
board to act as prompts.

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Band D (Competent) – Listening and Speaking

Sets up discussion/research Works in their groups Works in their group to recap

task where groups go back to recap and discuss and discuss information
through exercise books and information already covered already covered in the
available textbooks to collate in the topic. topic. Where possible and
information on the named appropriate, band D learner
topics. works with a partner with a
shared language to discuss
complex ideas that might
use unfamiliar grammatical
structures (e.g., “It would
have been...”).

Invites two confident children Watches and offers Watches and comments if
to model the activity at the feedback/comments. confident.
front of the class, taking it
in turns to ask and answer
questions. Invites class to
comment afterwards and add
any additional information.

Sets up groups of ancient Works in threes to take it Works with sympathetic

Egyptians and present-day in turns to ask and answer peers (and TA if available)
children to talk to each other. questions and comment. to take it in turns to ask
Monitors groups, making and answer questions and
sure band D learner is fully comment. Refers to prompt
Involved. sheet for question starters if
necessary.

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Band D
Classroom guidance and strategies to support EAL learners: Primary version

Competent

Reading and viewing Writing

Working with written language Demonstrating competence
and accompanying visual and in independent use of diverse
aural material productively, using vocabulary, sentences,
different strategies in response and genres with increased
to curriculum tasks. accuracy and fluency.

1. Multilingualism as
an asset
Plan opportunities for learners to make use of their linguistic expertise.
Suggestions include:
 Encouraging learners who have age-appropriate literacy in their home language to
maintain a bilingual glossary of new vocabulary, bearing in mind that some of the
academic words and phrases might be new in both languages.
 Encouraging the learners to work with others in the class who share their home
language, including those new to English, alternating efficiently and appropriately
between languages to facilitate comprehension of texts and development of ideas for
writing, with and between peers.

Encourage and actively promote opportunities for learners to develop and maintain literacy
skills in their home language and other languages they know.
Suggestions include:
 Encouraging learners to read widely for pleasure using any or all of their languages.
 Involving multilingual learners in the design and creation of classroom displays which
reflect the languages used by the class.

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2. High expectations with

appropriate support

Plan opportunities for learners to encounter key curriculum learning in multiple ways.
Suggestions include:
 Sourcing and collating models or WAGOLLs (What A Good One Looks Like) of written
texts for the learner to refer to.

Support the learner with specific areas of language development related to curriculum
learning.
Suggestions include:
 Providing a calendar of upcoming topics so that learners and parents/carers can think
ahead for the lessons, activating prior knowledge and, where appropriate, completing
initial preparation to fill any gaps.

Adapt teaching to ensure effective learning.

Suggestions include:
 Reading text on board and class texts clearly, highlighting/pointing to key language
structures and key topic vocabulary.
 Using graphic organisers (bell-foundation.org.uk/graphic-organisers) to analyse texts
and prepare for writing tasks (e.g., in KS1 using a Venn diagram to sort words/phrases
describing two different seasons before writing sentences; in KS2 using a spider
diagram to make notes about the character of Charlie Bucket and then using this as the
reference for a piece of writing).
 Using jigsaw reading activities (bell-foundation.org.uk/jigsaw-activities) to encourage
reading for meaning and interaction (e.g., ask learners at KS2 in groups to research
a certain aspect of Roman life and then pool their information with other groups to
achieve a final outcome such as a poster/piece of writing).

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Band D (Competent) – Reading and viewing, and Writing

3. Integrated focus on
content and language

Include the language demands of all subjects in all curriculum planning.

Suggestions include:
 Identifying the language required for topics, and for demonstrating higher order skills
such as comparing, contrasting, and summarising, and building this into the curriculum.

Use appropriate strategies to explicitly teach vocabulary and structures necessary for
reading/viewing and writing activities in upcoming topic/lesson(s).
Suggestions include:
 Teaching and practising new vocabulary in context, using repetitive games such as
synonym snap or loop games for reinforcing formations (e.g., forming abstract nouns
from adjectives).
 Discussing unfamiliar idiomatic language and colloquialisms.
 Explicitly teaching and modelling more complex structures required for a curriculum
area (e.g., the passive voice used to describe the formation of clouds, the past perfect
tense in narrating a story or cohesive devices in chronological writing).

Provide opportunities for learners to practise reading/viewing and writing about the
language of the curriculum.
Suggestions include:
 Using writing frames (bell-foundation.org.uk/speaking-and-writing-frames) to scaffold
academic writing for different classroom purposes and focus on key structures (e.g.,
some sentence stems to scaffold writing up an experiment). These might also include
appropriate word banks to encourage band D learners to make more formal and
academic choices.
 Using dictogloss (bell-foundation.org.uk/dictogloss) at key stage 2, to introduce sample
texts as a way of modelling text construction and of focusing on band-appropriate
language structures.

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4. Effective and holistic

assessment

Use information gathered during the induction and initial assessment to inform lesson
planning and support.
Suggestions include:
 Continuing to discuss with the band D learner aspects of reading and writing in English
which might be a particular challenge for them and providing targeted support as
appropriate. This will be particularly important for learners who are new arrivals.

Adapt assessment procedures, including methods for providing feedback, to ensure they
take into account learners’ proficiency in English.
Suggestions include:
 Using the descriptors for bands D (competent) and E (fluent) of the EAL Assessment
Framework (bell-foundation.org.uk/eal-assessment-framework) to monitor progress and
set targets.
 Continuing to mark for subject knowledge and understanding rather than correct use of
English language, whilst taking note of language structures which need to be clarified
for, or further practised by the learner.
 Correcting and modelling clear examples of particular language structures that the
learner needs to practise. The band D learner should routinely be given time to self-
correct subsequent similar errors.
 Including relevant language features in the success criteria for assessments, including
opportunities for peer- and self-review.
 Encouraging the learner to identify spelling and grammatical errors, and issues of
appropriacy and register (e.g., written vs spoken language) when proofreading their
own writing. Band D learners might be asked to refer back to a word bank from the start
of a topic, and to go through their work checking and if necessary correcting their own
spelling.
 Ensuring that access arrangements are followed wherever appropriate, particularly
for new arrivals. For further details, see guidance from the DfE. (gov.uk/government/
publications/key-stage-2-tests-access-arrangements).

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Band D (Competent) – Reading and viewing, and Writing

5. Social inclusion

Build in opportunities for learners to form friendships in the classroom.

Suggestions include:
 Seating the band D learner with a friendly group of peers, preferably a mixed language
group to include other speaker(s) of the learner’s home language.

Signpost learners to opportunities beyond the classroom where they might become more
fully involved in school and community life.
Suggestions include:
 Encouraging band D learners to engage in extra-curricular opportunities which will
promote reading and facilitate deeper engagement with texts, such as clubs in which
learners discuss books, articles, and films they have enjoyed in a variety of languages.
 Including band D learners in extra-curricular opportunities that might involve reading
and writing for a purpose. For example, writing for the school magazine.
 Encouraging band D learners to take on roles with greater responsibility, such as
becoming a buddy or near-peer mentor for new arrivals or younger learners. This could
also include peer reading in a variety of home languages, perhaps pairing older and
younger learners.

Ensure parents and carers are informed and able to be involved in their child’s education.
Suggestions include:
 Recommending well-known books (e.g., The Snowman, The Gruffalo, and Michael
Rosen’s poetry for younger learners, or the Harry Potter series for older learners), films
and TV programmes that will build up the learners’ cultural frame of reference.

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Band D (Competent) – Reading and viewing, and Writing

What might this look like in practice?

Example: Key stage 1 history – Victorian toys.

Teacher Class Band D learner

Asks class if they know what Says what the toy is and Says what the toy is and
a Venn diagram is. Shows a suggests where it might suggests where it might
couple of examples on IWB, belong on the Venn diagram. belong on the Venn diagram.
then shows how two plastic
hoops can be used to sort
objects or words. Provides
an assortment of toys and
explains that, as a practice,
the class will decide where
each toy belongs in the
hoops (Venn diagram) (1) toys
for babies and toddlers, (2)
toys for 4–10-year-olds, and
(3) toys which both groups
might play with.

Explains that they are going Says name of toy and Matches pictures of toys to
to be thinking about toys answers questions as labels.
that children in the Victorian appropriate.
period played with. Matches pictures of toys to
Shows labelled pictures labels.
on IWB, reads name of toy
clearly and briefly discusses,
eliciting key observations
as appropriate, paying
particular attention to
cultural references.
Asks learners to match the
correct label to each toy.

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Band D (Competent) – Reading and viewing, and Writing

Explains that the class is Sorts pictures of toys Sorts pictures of toys
going to sort out pictures of into Venn diagram under into Venn diagram under
toys into three groups using headings: Victorian, Today headings: Victorian, Today
a Venn diagram. The groups and Both. and Both.
are: (1) toys Victorian children
played with, (2) toys children
today play with, and (3) toys
played with by both groups.
Models a couple of examples,
using hoops on the carpet,
and elicits a couple more
from the class.

Explains that the class is Writes sentences comparing Uses scaffolding such
going to write sentences Victorian toys to modern as a substitution table
comparing what Victorian ones. with gaps, or sentence
children played with, and stems, to write sentences
what children of today play comparing Victorian toys
with. Models a couple of to modern toys. Focus on
sentences highlighting play past and present tenses and
vs played, but and both. connectives (but, although,
both). Encouraged to add
some sentences without the
table.

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Example: Key stage 2 history – Ancient Egypt.

Teacher Class Band D learner

Explains that they are going Listens. Looks at visual Listens. Looks at visual
to read a short text about word mat to understand the word mat to understand the
Ancient Egyptian games. Ancient Egyptian games. Ancient Egyptian games.
Writes some new and key
words (e.g. Mehan, Senet,
Hounds and Jackals) on the
board and says them clearly.
Shows pictures of the games
to make meaning clear.

Reads text. Listens to teacher, for gist. Listens to teacher, for gist.
Gives out spider diagram Translates subheadings
(with subheadings for note- into home language for
taking). clarification if desired (using
translation app or dictionary
Models how to take notes
if necessary).
using the diagram.

Reads text again, more Makes notes on spider Makes notes on spider
slowly whilst learners take diagram. diagram with subheadings.
notes. Uses preferred language(s)
(i.e., the learner can use
whichever language(s) will be
easiest for note-taking).

Monitors as learners attempt Attempts to write text Attempts to write text

to recreate text. Supports exactly as it was spoken. exactly as it was spoken.
band D learner where Then compares with a Then compares with a
necessary, for example with partner. partner (fellow home
the formation of the past language speaker is ideal).
tense.

Reads text one more time. Works with a partner to Works with a partner
make any changes. to discuss grammatical
Shows correct text on IWB
Works with a partner to structures such as formation
and reads aloud again.
underline. of the past tense, and make
Ask learners to underline
any changes.
where they wrote something
different. Works with a partner to
underline.

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Band E
Classroom guidance and strategies to support EAL learners: Primary version

Fluent

Listening (understanding) Speaking

Showing an ability to understand Developing competence in fluent,
and respond to spoken creative use of English.
communication in classroom
and school contexts with
little or no hindrance.

1. Multilingualism as
an asset
Plan opportunities for learners to make use of their linguistic expertise.
Suggestions include:
 Taking opportunities to showcase the learner’s ability in English and asking their expert
advice on how to say things in their home language(s), for example, in supporting a new
arrival who shares a language.
 Encouraging learners who share a language to speak it in daily classroom life, for
example in greeting peers, chatting, and in collaborative discussion tasks.
 Learning and encouraging all pupils to learn some simple greetings in other languages
spoken in the class. Encourage learners who speak other languages to teach the class
simple phrases and songs or rhymes.
 Encouraging band E learners to support those who share their language and are newer
to English.

Encourage and actively promote opportunities for learners to develop and maintain literacy
skills in their home language and other languages they know.
Suggestions include:
 Inviting members of different community groups with different jobs into school to talk
about their professional lives and how they use their languages at work.
 Encouraging older learners to set up their own conversation clubs where they can
practise speaking together.

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2. High expectations with

appropriate support

Plan opportunities for learners to encounter key curriculum learning in multiple ways.
Suggestions include:
 Investigating links with external organisations where appropriate, including those
that will provide long-term academic support and mentoring opportunities, such as
IntoUniversity (intouniversity.org/) and signposting these opportunities to learners.

Support the learner with specific areas of language development related to curriculum
learning.
Suggestions include:
 Noticing and explaining cultural references that the learner may not understand, which
may arise in classroom talk or teacher explanations, such as references to English fairy
tales, customs, or historical events.

Adapt teaching to ensure effective learning.

Suggestions include:
 Expecting a band E learner to participate fully in class presentations and discussions
speaking fluently and with little hesitation. If necessary, provide extra thinking/
rehearsal time. If pronunciation is sometimes an issue, consider giving the learner quick
practice with an adult before presenting to a class.
 Encouraging a band E learner to elaborate on their points during a discussion.
(bell-foundation.org.uk/enhancing-classroom-talk).
 Exposing a band E learner to a range of audio and video materials including some on
unfamiliar topics.
 Including band E learners in any opportunities to hear experts speaking, for example
local religious leaders or politicians. Encourage the learner to contribute to any
discussions where possible.

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3. Integrated focus on
content and language

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

Suggestions include:
 Identifying opportunities to explore and explicitly teach academic vocabulary and
structures, particularly with older learners, as a means of preparing them for the
linguistic challenge of secondary school. (bell-foundation.org.uk/transition-guidance).
The Oxford Phrasal Academic Lexicon (OPAL) (oxfordlearnersdictionaries.com/
wordlists/opal) is organised into sublists according to frequency of use and provides
definitions, related words, and models pronunciation.
 Continuing to identify the language functions and structures needed for spoken tasks.

Use appropriate strategies to explicitly teach vocabulary and structures necessary for
listening and speaking activities in upcoming topic/lesson(s).
Suggestions include:
 Continuing to explicitly teach subject-specific vocabulary for speaking about
curriculum topics in small groups and/or whole class. This is particularly useful in KS2
for developing academic language. (bell-foundation.org.uk/building-vocabulary).
 Drawing attention to and exploring the distinction between more formal and informal
ways of speaking and how this is influenced by situation, topic, and audience. Create
class versions of synonyms for making more formal choices of language.
 Modelling the vocabulary and structures needed for subject-related speaking tasks,
such as, evaluating (It might have worked better if we had..., ...this could be biased
because) and analysing (so we can see that..., it is clearly...).
 Teaching and rehearsing words and phrases for more formal class presentations (In our
group we were investigating..., We found that..., Therefore our conclusion is...).
 Drawing attention to figurative language (such as similes and metaphors) and idioms,
where they arise in speech, and clarifying meaning.

Provide opportunities for learners to practise listening to and speaking about the language
of the curriculum.
Suggestions include:
 Creating regular opportunities for the learner to answer more complex questions in
terms of language structures and thinking (What would happen if ...? What could you
have done differently ...? Is there any evidence for ...?). (bell-foundation.org.uk/enhancing-
classroom-talk).

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4. Effective and holistic

assessment

Use information gathered during the induction and initial assessment to inform lesson
planning and support.
Suggestions include:
 Adapting support to recognise spiky profiles where a learner has greater proficiency in
writing for example, than in speaking. Scaffolding might still be required for learners
who are less confident when speaking in groups.

Adapt assessment procedures, including methods for providing feedback, to ensure they
take into account learners’ proficiency in English.
Suggestions include:
 Using the descriptor for band E (fluent) of the EAL Assessment Framework (bell-
foundation.org.uk/eal-assessment-framework) to monitor progress and set targets.
 Sharing the success criteria for any speaking/listening assessment and making sure
the learner understands.
 Building in opportunities for self-assessment and peer assessment, including teaching
the necessary words and phrases (e.g., I think they demonstrated their knowledge of...
by..., I think they could improve their presentation by..., I felt I did... well, I could have made
it more effective by...) and encouraging this to become part of a group’s ongoing mutual
support.

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5. Social inclusion

Build in opportunities for learners to form friendships in the classroom.

Suggestions include:
 Establishing an environment where oracy is valued and seen as an integral part
of learning. This might include an expectation that band E learners will have the
opportunity to work with different groups of learners, including those who might pose a
challenge.

Signpost learners to opportunities beyond the classroom where they might become more
fully involved in school and community life.
Suggestions include:
 Signposting any clubs and activities which would encourage the learner to interact and
make friends whilst also developing listening and speaking skills. For example, sports
clubs, drama groups, debating club, etc.
 Making sure the learner plays an active role in assemblies.
 Inviting band E learners to be peer mentors for students who share their home
language(s), or to be part of schemes such as Young Interpreters (bit.ly/young-
interpreters) if operational in the school. Give these roles high status.

Ensure parents and carers are informed and able to be involved in their child’s education.
Suggestions include:
 Considering recruiting parent governors from different community groups so that they
have a voice in key discussions.
 Continuing to overcome communication barriers with parents by making school
information clear and accessible, using visuals, unambiguous language, and use of
translations and interpreters where necessary/possible.
 Ensuring that information about the education system and the school itself is available
in a family’s preferred language(s). (bell-foundation.org.uk/english-education-system).

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What might this look like in practice?

Example: Key stage 1 DT – food and nutrition.

Teacher Class Band E learner

Explains that the class is In groups, matches pictures Works with group, identifying
going to do an assembly of foods to headings on the foods, discussing and
on the work they have spider diagram: fat, protein, allocating them to food
been doing around food sugar, etc. groups.
and nutrition. Asks groups
to mind map what they
can remember about the
different food groups. Gives
out spider diagram and
flashcards with pictures of
different foods. Includes
foods from cultural
backgrounds of learners in
the class.
Asks each member of With group, allocates a With group, allocates a
each group to talk about food group to each person. food group to each person.
one particular food group. Then works collaboratively Then works collaboratively
Rehearses the language and to decide what each group to decide what each group
models an example: “The member will say. Then member will say. Then
next group is proteins. Foods practises. practises.
such as fish and meat and
lentils and soya belong in this
group.”
Monitors groups as they
practise, taking time
to rehearse the band E
learner and help with any
pronunciation or syntax
issues.

Rehearses the language Constructs and practises Constructs and practises

around nutrition (our bodies presentation with group. presentation in group,
need protein because..., perhaps rehearsing once
we use sugar for ...). Gives with an adult to check
groups time to extend their pronunciation.
presentation to include this
and monitors.

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Explains success criteria Practises in groups, Practises in groups,

(speaking clearly, showing evaluating themselves evaluating themselves
pictures, using key words) against success criteria. against success criteria.
and models what this might
look like. Then gives more
practice time.

Models what peer feedback Watches teacher modelling Watches teacher modelling
might sound like (“I thought how to give feedback and how to give feedback and
you did ... really well. Maybe asks questions if unsure. asks questions if unsure.
next time you could show a
bigger picture of fruit and
vegetables...”).

Supervises as groups Groups present to the rest Performs presentation and

present to the rest of the of the class and give peer receives feedback. Watches
class and give peer feedback. feedback. others and gives feedback.
Encourages feedback from
band E learner.

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Example: Key stage 2 – DT food and nutrition.

Teacher Class Band E learner

Explains that the class is Looks through pictures with Looks at food ingredients,
going to plan a healthy their group. checks that they are familiar.
school lunches menu for a
week. Each group has a stack
of pictures of different food
ingredients, and they have to
select 15.
Recaps on and models With group, sorts and With group, sorts and selects
language of possibility (if selects food ingredients, food ingredients, discussing
we chose the cauliflower and discussing the health merits the health merits of possible
the potato, we could make...) of possible recipes. recipes. Perhaps suggests a
and of politely disagreeing dish from their culture.
(I see what you mean but... I
disagree because...).
Also tells groups menus will
be assessed for healthiness
and tastiness, and there will
be extra points for the menu
with the most dishes from
around the world.
Monitors groups.

Tells class they are going to Rehearses examples of Rehearses examples of

present their menus and vote persuasive selling language persuasive selling language,
on the one they think is best, after watching teacher after watching teacher and
according to the success model it. others model it.
criteria above and their use of
persuasive selling language.
Models and rehearses
examples of persuasive
selling language (We are
going to present to you the
healthiest and tastiest menu
you have ever seen, etc.).

Monitors groups, checking in Works with group to practise Works with group to practise
with band E learner. how to present their menu to how to present their menu to
the class. the class.
Manages presentations, Presents and tries to “sell” Presents and tries to “sell”
ensures band E learner’s their menu to the class and their menu to the class and
group is able to watch votes on the best of the votes on the best of the
some other groups before other groups. other groups. Draws on own
presenting themselves, so expertise/knowledge.
that they have a group to
model themselves on.

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Fluent

Reading and viewing Writing

Engaging with curriculum-related Demonstrating competence in
reading activities independently independent use of diverse vocabulary,
and productively in different sentences, and genres with increased
subject areas. accuracy and fluency.

1. Multilingualism as
an asset
Plan opportunities for learners to make use of their linguistic expertise.
Suggestions include:
 Making it clear that you value the learner’s home language(s), both as part of their
identity and as a valuable learning tool, by referencing it in questions and conversations
(e.g., “Do you have a similar story in Urdu?”, “ I know you read a lot in Arabic because your
parents told me. Have you read any adventure stories?”).
 Continuing to encourage the learner to make use of their full language repertoire in
order to engage more deeply with reading and writing activities (e.g., encouraging
learners to read, label, make notes, and write texts in their home language(s) as well as
English).
 Positioning the learner as an expert. At band E (fluent), learners will be able to support
other learners who share a common language by becoming a near-peer role model.
Elevating learners to the position of expert will increase a learner’s sense of self-
efficacy which will in turn impact their attitude and performance in school. In particular,
learners might draw on their knowledge of languages, including English, to make
comparisons between languages which will help in developing reading and writing
skills.
 Developing opportunities for learners to write letters/emails in their home language(s)
for authentic reasons (e.g., to provide information for prospective new students,
including those who are joining as mid-phase arrivals).

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Encourage and actively promote opportunities for learners to develop and maintain literacy
skills in their home language and other languages they know.
Suggestions include:
 Encouraging attendance at supplementary schools to nurture and develop reading and
writing skills in the home language(s). More information about supplementary schools
can be found at: bit.ly/supplementary-ed
 Including pieces of work written in the home languages in classroom wall displays of
excellent work.
 Making sure that books/magazines are available to read in the learner’s home
language(s). If possible, include curriculum subject books as well as stories.

2. High expectations with

appropriate support
Plan opportunities for learners to encounter key curriculum learning in multiple ways.
Suggestions include:
 Integrating Directed Activities Relating to Text (DARTs), (bell-foundation.org.uk/darts)
such gap-filling, sequencing, matching exercises that require real understanding of
text, as an alternative to comprehension questions.
 Investigating links with external organisations where appropriate, including those that
will provide long-term academic support such as IntoUniversity (intouniversity.org/) and
signposting these opportunities to learners.

Support the learner with specific areas of language development related to curriculum
learning.
Suggestions include:
 Checking the learner’s understanding of idioms; literary devices, such as assonance,
simile and metaphor; and implicit messages encountered in texts.
 Checking the learner’s understanding of cultural references arising in texts that the
learner may not recognise (e.g., foodstuffs (such as in The Very Hungry Caterpillar)
might not be familiar to all learners; references to English nursery rhymes or historical
events might also cause confusion if not explained).

Adapt teaching to ensure effective learning.

 Continuing to pair or group the learner with supportive peers who will be good reading/
writing role models for shared tasks.

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3. Integrated focus on
content and language

Include the language demands of all subjects in all curriculum planning.

Suggestions include:
 Continuing to interrogate topics, exam rubric (particularly for SATs), and mark schemes
for language features necessary to demonstrate higher level understanding and
engagement with a task.
 Interrogating sample exam responses to understand the nuances of language use
necessary for securing the highest marks.

Use appropriate strategies to explicitly teach vocabulary and structures necessary for
reading/viewing and writing activities in upcoming topic/lesson(s).
Suggestions include:
 Continuing to explicitly teach subject-specific vocabulary needed for reading and
writing about curriculum topics in small groups and/or whole class. This is particularly
useful in KS2 for developing academic language. (bell-foundation.org.uk/building-
vocabulary).
 Checking understanding of nuanced language which influences inference and
deduction. For example:
Differences between synonyms such as “smile” and “smirk”, or “crowd” and “rabble.”
Varying degrees of certainty expressed through modality with words such as “may”,
“might”, “probably”, “definitely”, etc.

Provide opportunities for learners to practise reading/viewing and writing about the
language of the curriculum.
Suggestions include:
 Writing clear examples of particular language structures that the learner still needs to
practise, either on the board, or in resources, or as part of individual feedback. Always
do this in context (e.g., using the passive voice in history: “Many homes were destroyed
by the Great Fire of London”, or modals of possibility in science: “The plants might have
died because they had no light”).
 Using dictogloss (bell-foundation.org.uk/dictogloss) as a way of modelling text
construction and focusing on complex language structures.

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4. Effective and holistic

assessment

Use information gathered during the induction and initial assessment to inform lesson
planning and support.
Suggestions include:
 Gathering a comprehensive picture of a learner’s prior education, including at what age
they started school, which language(s) were used in their school, and which topics were
studied.
 Continuing to use formative assessment and observation to provide the information
needed to appropriately adapt teaching for the learner. For example, if you notice that
a learner often misuses modal verbs (e.g., will, would), you might design a substitution
table (bell-foundation.org.uk/substitution-tables) which reinforces these as well as the
curriculum task.

Adapt assessment procedures, including methods for providing feedback, to ensure they
take into account learners’ proficiency in English.
Suggestions include:
 Using the descriptor for band E (fluent) of the EAL Assessment Framework (bell-
foundation.org.uk/eal-assessment-framework) to monitor progress and set targets.
 Sharing the success criteria for any speaking/listening assessment and making sure
the learner understands.
 Building in opportunities for self-assessment and peer assessment, which encourage
the learner to upgrade their written texts (e.g., to use more complex grammar, a wider
range of vocabulary, appropriate style for the target audience, etc.). For example, set up
peer feedback sessions which focus on a particular area, such as use of capital letters,
descriptive words, or persuasive language.
 Involving learners in their own goal setting. Inviting them to ask and answer questions
which foster structured reflection, such as “How could I improve?”, “What would help me
to learn faster/ better?”.

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5. Social inclusion

Build in opportunities for learners to form friendships in the classroom.

Suggestions include:
 Continuing to group the learner in collaborative reading/writing activities, with friendly
peers who provide good models of language and behaviour, particularly where they are
new to the school. Include peers who share the same home language as well as those
who do not, in order to build mixed-language friendship groups.

Signpost learners to opportunities beyond the classroom where they might become more
fully involved in school and community life.
Suggestions include:
 Encouraging band E learners to take on greater responsibility in any extra-curricular
opportunities which promote reading and facilitate deeper engagement with texts. For
example, helping to run clubs in which learners discuss books, articles, and films they
have enjoyed in a variety of languages.
 Encouraging band E learners to take on greater responsibility in extra-curricular
opportunities that might involve reading and writing for a purpose. For example, helping
to edit the school magazine.
 Encouraging band E learners to take on roles with greater responsibility, such as
becoming a buddy or near-peer mentor for new arrivals or younger learners. This could
also include peer reading in a variety of home languages, perhaps pairing older and
younger learners.

Ensure parents and carers are informed and able to be involved in their child’s education.
Suggestions include:
 Continuing to ensure information about the education system and the school itself is
available in a family’s preferred language(s). (bell-foundation.org.uk/english-education-
system).
 Ensuring that parents and carers know where to access information about curriculum
content and any statutory assessments, and where necessary, checking that this
information can easily be translated, for example, straight from the website.

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What might this look like in practice?

Example: Key stage 1 English – “scary story” writing preparation.

Teacher Class Band E learner

Shows a list of story starters With group, allocates starter Works with friendly, mixed-
on the board, some are phrases to scary or not scary language group to allocate
suitable for scary stories (The box. starter phrases to scary or
door creaked slowly open), not scary box. Supports other
others are less so (It was a learners where appropriate.
bright and sunny day...).
Asks groups to decide which
starters go in the scary story
starter box and which do not.

Shows pictures on IWB of Writes adjectives and Writes adjectives and

scary Halloween characters adverbs around picture on adverbs around picture on
(e.g., a witch, a monster, sheet. Then compares with sheet, referring to bilingual
a ghost) and asks group group and adds new ideas. dictionary or translation
to think of adjectives to tool, or more ambitious
describe how they look and vocabulary, if necessary.
adverbs to describe how they Compares with group and
move or speak. Puts some on explicitly discusses any new
board as examples, and gives words and nuances between
out sheets with pictures of suggestions. Adds new ideas.
characters and word mats.
Passes round scary story Representative from each If confident to be
starter box and asks group pulls a phrase from representative, pulls a phrase
each group to send a box and reads it to the from box and reads it to the
representative who picks out group. group.
one starter phrase and reads
it aloud. Makes the band E
learner the representative for
their group, if confident.

Models how to compose an In groups or pairs, composes In groups or pairs, composes

effective opening sentence a scary starter sentence a scary starter sentence
using the phrase and using allocated phrase and using allocated phrase and
character (e.g., The door character. Underlines their character. Underlines their
creaked slowly open and the adjectives and adverbs and adjectives and adverbs and
headless ghost glided silently discusses the impact they discusses the impact they
inside the house). Elicits and have. have.
underlines the language
(adjectives and adverbs) that
create scary atmosphere.

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Example: Key stage 2 English – ghost story preparation.

Teacher Class Band E learner

Groups band E learner with Sits with allocated group. Sits with allocated group.
friendly peers, including
Matches words Text, Matches words Text,
home language speakers if
Audience, and Purpose to Audience, and Purpose to
possible. Revisits idea of text,
definitions. definitions. Uses dictionary
audience, purpose (TAP),
to clarify any nuances.
and checks understanding
Supports the rest of the
by quick matching exercise
group, including any learners
on IWB (matching word to
using the same language
definition).
who might be newer to
English.

Identifies lesson topic Suggests ideas for words Suggests ideas for words and
(ghosts); audience (Year 5 and phrases which will phrases which will entertain
learners); purpose (to entertain and scare. and scare. Discusses
entertain and scare). Elicits meaning of any new words
what kind of language will be with group and records
needed. Writes examples on them in personal vocabulary
IWB. book, checking definition
in dictionary if necessary.
Perhaps discusses meanings
with other home language
speakers.

Shows two opening In pairs, underlines features In pair, underlines features of

sentences on IWB, one of of each sentence which each sentence which make
which is an impactful model. make it suitable/unsuitable it suitable/unsuitable for the
Directs pairs to analyse and for the topic/audience/ topic/audience/purpose.
decide which is better and purpose.
why.

Shows a choice of pictures on Individually, referring to Individually, referring to

the IWB. For example, a dark word mat constructs an word mat or translation tool
wood, a cemetery, a deserted opening sentence. Then if necessary, constructs
classroom, and elicits ideas swaps with partner to an opening sentence. Then
for an opening sentence give peer feedback using swaps with partner to
based on each picture. Writes appropriate checklist. give peer feedback using
models next to pictures. Then appropriate checklist which
directs learners to compose includes learner’s targets.
individually, using a picture
as a springboard.

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Glossary
Word/Acronym Definition
Academic language/ The language learners need to understand and use
literacy/vocabulary in order to carry out cognitively complex activities and to achieve
success academically. Used in textbooks, tests, and in formal
classroom discourse.
Antonym A word which has the opposite meaning of another, e.g., loud and
quiet, tall and short.
Article Indefinite articles “a/an” and definite article “the” are used to
precede nouns and noun phrases, and indicate whether something
is specific, e.g., “The big house which belongs to my cousin”, or
unspecified: “A house is usually more expensive than a flat in the
same area.”
Bilingual A learner who uses two or more languages to communicate and
has access to more than one language at home and at school.
Cohesive device A word or expression which connects ideas together and
contributes to the cohesion, or flow of a text.
Cold calling A questioning technique whereby the teacher selects and calls on
named pupils to respond, rather than asking for volunteers.
Collocation Words which go together to form a fixed relationship. For example,
we talk about a high temperature rather than a big or great
temperature. Some words collocate with particular verbs – such as
make (a bed, a suggestion) or do (a dance, a test).
Colloquialism A word or expression which is most used in informal speech
or informal written text. Examples include “I get it”, meaning
“I understand”; “How’s tricks?”, meaning “How are you?”.
Colloquialisms can vary between different English-speaking
countries, and different regions within them.
Community language The languages spoken and used, other than English, in a local
(Heritage English) community.
Complement Words which follow the verb and add more information about the
subject or object. For example: Husna became a surgeon (more
information about the subject, Husna). Honey makes this cake
sweet (more information about the object – this cake).
Comprehensible English Comprehensible English is used to communicate more clearly and
effectively with learners who are at the earlier stages of English
language acquisition. Strategies include speaking more slowly and
clearly, eliminating unnecessary words and phrases, repeating key
points, and using visuals and gestures to amplify meaning.

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DARTs (Directed Activities Activities that encourage the learner to analyse how a text
Related to Texts) is constructed and how its meanings are expressed at word,
sentence, and text level.
Determiner A word used before a noun, in order to distinguish it from others.
For example, my book, that tree.
Derivation The formation of a word from another word or base, often by
adding a prefix or suffix. For example, employ, employment,
unemployment.
Diamond 9 A graphic organiser for ranking or prioritising. Good for enabling
and structuring group discussions.
Direct feedback (see also Feedback in which learners’ errors are corrected and they are
Indirect feedback) provided with the correct responses.
Disciplinary literacy A cross-curricular approach to improving literacy, in which all
subject teachers are seen as literacy teachers.
Figurative language Linguistic devices, such as metaphor, simile, and hyperbole, which
make written or spoken language more entertaining, and are not to
be interpreted literally. For example: She could run like a cheetah.
School terrified the very life out of Peter.
First language (L1) The first language to which the learner is exposed. This is not
necessarily the learner’s preferred language.
Formative assessment A range of formal and informal assessment procedures employed
by teachers during the learning process in order to modify
teaching and learning activities to improve student attainment.
Flipped learning A pedagogical approach in which learners are given tasks to
complete before a lesson, rather than after it.
Frayer diagram A graphic organiser for building vocabulary, in which a word or
term is explored in four quadrants.
Global errors Errors in speech or writing which may cause misunderstanding or
(also see Local errors) incomprehension in the listener/reader.
Home language The language used most frequently at home.
Homograph Words which are spelled the same but not always pronounced the
same, and which have different meanings. For example: bow in the
hair, bow to the King, bow of a ship, bow and arrows.
Idiom/Idiomatic language Idiomatic expressions such as down to earth or pie in the sky
are expressions where the words used together have a distinct
meaning unrelated to their individual meanings.
Indirect feedback (see The teacher gives feedback that an error has been made, but does
also Direct feedback) not offer the correction. The learner has to identify and correct the
error themselves.

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Local errors Errors in spoken or written discourse which do not impede

communication.
Loop games Games in which learners follow on from each other matching
questions to answers.
Multilingual To describe contexts, such as urban schools, where there are
speakers of many different languages.
Near-peer mentor A peer mentor who is of similar age and has other factors in
common with the learner (e.g., gender, cultural background, home
language) and who can act as a role model for language learning
and/or behaviour.
Non-verbal Communication without words, using strategies such as body
communication language, gesture, and facial expression.
Object Objects can be direct or indirect. A direct object is the thing or
person that is affected by the action of the verb.
Example: Timothy stole a box of jewellery. The student achieved a
high grade.
An indirect object is the recipient of a direct object.
Example: Timothy chose his mother a gold chain. High crime rates
give the area a bad reputation.
Pelmanism game A memory game where participants try to find matching cards or
memorise objects.
Perfect tense: Perfect tenses are formed with the auxiliary verb to have and are
• Past perfect used to refer to actions or occurrences which are completed at a
• Present perfect point in time.
• Future perfect For example:
Past perfect: She had already left.
Present perfect: I have recently visited Angola.
Future perfect: We will have finished this module by October.
Phonics Reading methods which emphasise sound-symbol relationships in
written language.
Phonemes Speech sounds which are distinctive within the sound system of a
particular language.
Plurilingual To describe a speaker of more than two languages.
Preferred language The language which a learner prefers to use; this may be the same
as the language, or one of the languages, spoken at home.
Prefix A letter or letters added to the beginning of a word to form a new
word, e.g., recreate, incomplete, autograph, homophone.
Preposition/prepositional A word which usually precedes a noun and which establishes a
phrase relationship between that noun and another part of the clause. For
example: She arrived before school started. They put all the toys
into the box.

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Realia Objects to illustrate a topic or lesson, e.g., ration books or gas

masks in a lesson about WW2.
Recast Saying something again, in a different way, in order to model the
correct language. For example:
Child: I goed to the zoo.
Teacher: You went to the zoo! How lovely!
Silent period The time when learners of a language prefer to listen before
producing language.
Subject The part of the clause or sentence that usually indicates who or
what performs the action, e.g., the cat strolls in the garden.
Suffix A letter or letters added to the end of a word to form a new word,
e.g., imagination; playful; efficiently.
Summative assessment Generally more formal assessments used to evaluate learning
at the end of a unit of work or a period of time. Summative
assessments are generally standardised. They are generally
designed for learners whose first language is English.
Synonym Words with the same meaning in certain contexts, e.g., sitting
room and living room.
Tier 1 language Words typically found in oral language, e.g., hello.
Tier 2 language Words used in many different contexts and curriculum areas, e.g.,
table.
Tier 3 language Highly subject specific words, e.g., stanza.
Translanguaging A recently developed term used to describe the ways that
multilinguals make choices from their language repertoires to
express their meanings and perform identities in the ways most
appropriate to them. Unlike codeswitching, it helps us consider
languages as fluid and seamless, rather than separate and isolated
systems.
Verb The word or words in a sentence which conveys action, occurrence,
or state of being. The verb communicates information about the
subject of the sentence. For example, The boy ran into the park.
Mrs Jones was feeling perplexed.
Word mats A printed bank of words, which could include translations, to help
learners access a particular topic.

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References
Baker, C. and Wright, W.E. (2017) Foundations of bilingual education and bilingualism. 6th
edition. Bristol: Multilingual Matters.
Cameron, L. (2003) Writing in English as an additional language at Key Stage 4 and post-16.
Buckingham: Ofsted.
Derewianka, B. and Jones, P. (2016) Teaching Language In Context. 2nd edition. South
Melbourne, Victoria: Oxford University Press.
Evans, M., Schneider, C., Arnot, M., Fisher, L., Forbes, K., Liu, Y., and Welply, O. (2020) Language
Development and Social Integration of Students with English as an additional Language.
Cambridge: Cambridge University Press.
McIntyre, J., and Abrams, F. (2021) Refugee Education: Theorising practice in schools. London:
Routledge.
Swan, M. and Smith, B. (eds.) (2001) Learner English: A Teacher’s Guide to Interference and other
Problems. Cambridge: Cambridge University Press.

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