Category Archives: EAL

What is the most effective way of working with students who have English as an additional language?

Students who have English as an additional language now form a majority in one in nine schools in the UK; the number has risen by 20% during the last five years.

Many schools estimate that it takes about a half term for the average EAL pupil to gain sufficient working knowledge of English for them to move into the mainstream classroom, while spending time with the intervention teacher each day.

However, although this seems a simple process there are many issues that arise, ranging from the exact legal requirements in terms of dealing with these pupils through to the best approach for induction and admission of these new arrivals.

There are also issues of engaging with the parents, the question of which teaching and learning strategies are the most effective, and the support and encouragement that should be given to more advanced EAL learners.

Indeed, many schools are now asking what a good induction programme looks like. Indeed when it comes to EAL is one approach as good as another?

This matter was highlighted by the publication of the New Arrivals Excellence Programme which was issued in 2007 and represents a summary of best practice in EAL in the country. It includes case studies and does give a clear source of information on what schools can do in relation to EAL students.

This is not to say that there is a single process and approach which every school should follow, but it is often felt that it is helpful for schools to consider a range of approaches when thinking about their EAL students.

From the sort of approach adopted come the appropriate teaching and learning strategies, and indeed the role of the EAL Coordinator who can ensure that the plan that the school has developed is being followed at each turn, and that any gaps in learning and performance between EAL language pupils and students and those who have English as their first language are narrowed and ultimately removed.

These are the issues examined in the new extensive volume The EAL Coordinator’s Manual.  The 170 page volume comes in copiable form so that it can shared with any members of staff in the school who work with EAL students.

You can see a full contents list and some sample pages at http://www.pdf.firstandbest.co.uk/EAL/T1832.pdf

Publisher’s reference: T1832EMN ISBN: 978 1 86083 802 6

Prices

  • Photocopiable report in a ring binder, £29.95 plus £3.95 delivery
  • CD with school-wide rights: £29.95 plus £3.95 delivery
  • Both the Ring Binder and the CD £36.94 plus £3.95 delivery

Prices include VAT.

You can purchase the report… please quote the order ref: T1832EMN

Simplifying Shakespeare

These delightful adaptations written in modern English are an excellent way of introducing young people to Shakespeare – they are readable, they bring out the humour of the originals and they are surprisingly true to the feeling of Shakespeare’s plays.

A very useful resource both in the classroom, as the school play and useful preparation for a visit to the theatre. Also an excellent text for students of English as a foreign Language.

MACBETH                        978 0 993185 50 2

HAMLET                            978 0 948662 05 8

ROMEO & JULIET        978 0 948662 07 2

TWELFTH NIGHT       978 0 948662 09 6

A MIDSUMMER
NIGHT’S DREAM       
978 0 948662 08 9

HENRY V                          978 0 948662 01 0

JULIUS CAESAR          978 0 948662 06 5
£4.80 each

order on line at

www.startingshakespeare.co.uk

The Kabet Press

johnandleela@startingshakespeare.co.uk

“Shakespeare made entertaining
and simple, faithful to the
characters and scenes and capturing
the essence of the originals.”

THE TIMES EDUCATIONAL
SUPPLEMENT

How best to help EAL pupils and students

What is the most effective way of working with pupils who have English as an additional language?

Students who have English as an additional language now form a majority in one in nine schools in the UK; the number has risen by 20% during the last five years.

Many schools estimate that it takes about a half term for the average EAL pupil to gain sufficient working knowledge of English for them to move into the mainstream classroom, while spending time with the intervention teacher each day.

However, although this seems a simple process there are many issues that arise, ranging from the exact legal requirements in terms of dealing with these pupils through to the best approach for induction and admission of these new arrivals.

There are also issues of engaging with the parents, the question of which teaching and learning strategies are the most effective, and the support and encouragement that should be given to more advanced EAL learners.

Indeed, many schools are now asking what a good induction programme looks like. Indeed when it comes to EAL is one approach as good as another?

This matter was highlighted by the publication of the New Arrivals Excellence Programme which was issued in 2007 and represents a summary of best practice in EAL in the country. It includes case studies and does give a clear source of information on what schools can do in relation to EAL students.

This is not to say that there is a single process and approach which every school should follow, but it is often felt that it is helpful for schools to consider a range of approaches when thinking about their EAL students.

From the sort of approach adopted come the appropriate teaching and learning strategies, and indeed the role of the EAL Coordinator who can ensure that the plan that the school has developed is being followed at each turn, and that any gaps in learning and performance between EAL language pupils and students and those who have English as their first language are narrowed and ultimately removed.

These are the issues examined in the new extensive volume The EAL Coordinator’s Manual.  The 170 page volume comes in copiable form so that it can shared with any members of staff in the school who work with EAL students.

You can see a full contents list and some sample pages at http://www.pdf.firstandbest.co.uk/EAL/T1832.pdf

Publisher’s reference: T1832EMN ISBN: 978 1 86083 802 6

Prices

  • Photocopiable report in a ring binder, £29.95 plus £3.95 delivery
  • CD with school-wide rights: £29.95 plus £3.95 delivery
  • Both the Ring Binder and the CD £36.94 plus £3.95 delivery

Prices include VAT.

You can purchase the report… please quote the order ref: T1832EMN