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This project was funded by the European Union.

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Try to frame your questions differently for students, based on their language levels.
This can not only be done in regular classes, but also for tests.

Start with gestures, yes/no questions, either/or questions and then expand to questions that require more elaborate answers.
This format gives all students a change to contribute to the classroom, based on their own level of proficiency and also provides them with an opportunity to learn from more advanced classmates.

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For newcomers, writing in a new language is one of the most difficult things to do. Writing frames can offer an interesting form of scaffolding to help pupils get acquainted with certain constructions and sentences in the language of instruction. In this folder (NL) you can find a number of examples of writing frames (schrijfkaders) that can be used in the classroom.

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Differentiate between language skills and the test subject skills, to ensure you are measuring the right skill (often not language).

Provide learners with a set of copies (on different language support levels) of the test questions they can use as a resource when they do not fully comprehend the question.
Learners can use these resources to check understanding and testing becomes more separated from language skills.

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Promote all languages by creating a multilingual classroom. Use the school language as a common language, but let students read something in their native language and then talk or write about it in the school language.

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Below you can find a list of concrete activities that you can use in a group of newcomers or a group with newcomers. They are grouped by the language skill that is the most prominent. You will notice that you can organize these activities classically or in a differentiated context such as group work or contract work (see “classroom methods”). With ‘contract work’ we refer to an activity package which the teacher provides for each student for a specific period. He/she will complete his/her contract with a certain period of time, during which he/she can decide independently on the duration and sequence of the activities.

Some references in the texts:
“writing board”: refers to a tablet computer that students can use in the classroom, a small whiteboard or a white sheet of paper in a plastic folder. Students can write on it. It allows you to have a quick view on the right answers when they hold the board in front of them.
(*): students that are illiterate or in a very early stage of literacy can do this activity.
“diff”: means ‘differentiation tip’, sometimes it is possible to differentiate within this activity.

1 - listening skills
2 - reading skills
3 - speaking skills
4 - writing skills

These methods (in the red balloons) can stimulate your creativity as a teacher. In these frames you can give tasks chronologically as well as simultaneously (according to the student’s needs).

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Exit tickets are short slips of paper on which students reflect on the lesson before leaving the classroom.
Emmelien gave her students the assignment of putting their worksheet in one of three boxes, each reflecting how they felt about the spelling test they just did. Box number 1 was for students who thought they did well, box number 2 was for students who had more difficulties with the test, and box number 3 was for students who felt like they did an incredibly bad job.
This system provides Emmelien with information about the assignment (a spelling test) and she also receives information about their self-reflection skills.

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Liesbet explains how she uses exit tickets to decide on the contents and focus of her next lesson.

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Freya explains (NL) how she uses 'flipping the classroom' during her lessons. She records instructional videos and shows these to her students. The students watch, discuss and process it in small groups. This allows Freya to hear and see how her students process it.

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This clip (NL) shows how a traditional lesson was made into an interactive lesson wherein all students were able to participate.

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Emmelien works with pre-teaching. Students who need it receive instruction beforehand. Having received the instruction already, the lesson is easier to follow for these students and they are able to participate better during the actual explanation/lesson.

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In this clip Mieke (NL) explains how she makes use of 'jokers' (bonus points) during her classes.
These bonus points can give students more ownership about their own learning process. Students can choose to use them for certain evaluation criteria. For example, they can choose not to include a certain criterium, or to let a certain criterium count double. The threshold for participating in these activities is lowered by this method of teaching and gives students a feeling of success.

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Barbara explains the special 'Wednesday afternoon classes' they host for ex-students.

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Texts as a starting point for multiple activities

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Texts as a starting point for multiple activities

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In this clip (NL) Barbara explains how she uses texts as a basis for multiple activities.