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1.Rich Language Environment

2.Modelling & Repetition

3.Visual & Kinesthetic Support

4.Peer Interaction

5.Encouraging Home Language (L1)

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Think about to agree together:

•Routine language from each team member

•Carpet positioning

•Parent engagement

•How is this modelled and implemented?

•How does it progress throughout the term/year?

•How do you ensure consistency across a class and YG?

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"Think-Pair-Share" – Simple discussions with peers.​

"Show and Tell" – Encourages descriptive language.​

Storytelling with Props – Enhances vocabulary & imagination.​

Singing & Rhymes – Improves pronunciation & fluency.​

Innovative use of SeeSaw and sound buttons​

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Strategies:​

Wait time (allow 5+ seconds for responses).​

Small-group settings before whole-class sharing.​

Actively encourage conversations in both languages.​

Play word games (e.g., "I Spy").​

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All teachers talking and narrating their actions.

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High quality talking with rich vocabulary.

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Walking walking

Line up

Go outsdie

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High quality stories that are repeated throughout the year.

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To support SEN

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Visual cues like photo walls - encouraging children to talk about their lives.

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Displaying student work at eye level to encourage children to talk about their work.

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Depending on language level, can read a story in Chinese first to establish understanding, and then ask clarifying questions in English.

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Creating a safe space for children so they feel safe to be able to express themselves.

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Encourage the children to ask the AI robot questions. The pupils need to organize their sentences to get the answers they want from the robot.

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Talking partner

recording button,

show and tell

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Teachers modeling mistakes (saying something wrong on purpose) so the children can correct the teacher.

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Encourage children to be little teacher - asking questions as well as answering them.

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‘Who is talking?’ Chair game.

Children to speak behind the person in the chair and they are to guess who is talking.

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Play based, routine language modelled and constantly repeated.

Daily routine language - toilet, lunch, snack

Using songs, chants, nursery rhymes

PSED/WB & I - finding out children’s interests, building relationships

Body language/makaton/consistent actions

Narrate your day, talk about what you’re doing.

Parent teacher partnership - workshop, casual chats

Child speaks Chinese, respond in English, vice versa.

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Differentiation:

Some children can dive into more complex ideas whilst others need to build their vocabulary.

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1. As much English as possible (routine)

Visible and audible language (writing, labels, books, soundbuttons)

Plenty of singing and rhymes

2. Teacher modelling (using full sentences in both languages, slightly different for scaffolding)

Peer modelling (think-pair-share, and matching different abilities)

Repitition (project words throughout the week for language acquisition)

Extending language with synonyms and adjectives

Extending language with connetives (practice in partners)

Creating a culture that takes away fear of failure by plenty of modelling and roleplay

3. Green and red words that are applicable

Project words

Sound buttons

Widgets and visual pictures

Joining in with stories

Stand up vocab for role-playing

Blindboxes to encourage children to use their expressive language instead of visually identifying objects

4. Think-pair-share

Partner talk

Roleplaying

Learning how to feedback and give responses

Learning how to listen and then I get a partner's talk and give feedback

Collaborative work and teamwork

Taking on roles

5. Traditional tales

Identifying learners who need support for home language too - then partnering up between low and high to work together and learn more.

Characters to prominent at the end of the year (EY3)

Encouraging children to teach English teachers words, rhymes, and songs

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Transitions and snack are done in English. Teachers model sentences and questions e.g can I drink water? Rather than just water

Key vocabulary for bilingual and maths are agreed in planning meeting and used consistently.

Encourage parents to do English challenge to speak at home and read with children.

Talk partners - change every 2-4 weeks and matching based on personalities and ability

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1. Rich Language environment

- access to labels and writing resources, books in all areas

-Sound buttons

- Resources that they are interested in. More likely to speak about their interests

- Open ended resources, pictures of children and their families

2. Modeling and repition

- Routine language, lining up, bathroom, etc

- Teachers modeling sentence structure around resources in environment

3. Visual and Kinesthetic support

-Nursery rhymes, actions, visual timetables, expectations, using body language, story telling skills

-Role-playing, acting, modeling

-Knowing what your children need

4. Peer Interaction

-Talking partners, switching partners

-Interacting with the child vs interfering, how often you step into peer interactions

-Using helpers and classroom jobs, collaborative games

- Using values to encourage healthy interactions

-Repeated interventions in groups to become comfortable with teachers, routine, and peers

5. Encouraging Home Language (L1)

-Encourage parents to speak in their L1 often to their children

-Showing enthusiasm and welcoming any kind of speech in the class

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The EYC year-long ongoing "Show and Tell" activity.

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-Using role-playing props to use repetitive language and then develop their own language

-Obstacle course with target language in an action game "I can..."

-Celebration show and tell

-imagine you are in the jungle, who are you? Students have to express themselves and use actions to show what they are

-bringing items from home that they are passionate about, asking and answering questions from peers and teachers

-Using ipads to record moments of speaking/singing. Display in the home corner

-Magic box/magic bag guessing games

-Who took the cookie from the cookie jar?

-Action game linked with a sound, go in a circle, everyone repeat

-Not translating directly in circle time

-Small group interventions/activities for some more why children to express themselves

-Talking partners- asking them to share what their partner said

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Strategies:

Value volunteer - one child per week to stand up and speak in front of class to share how their peers achieved the values in the class.

Giving ownership for the learners to identify and "shout out" when peers show good values.

Using morning routine for learners to mimic and join in with verbal routines (counting, absences, timetable etc).

During lunch time, talk about the food, healthy eating, link to home and lifestyle and encourage learners to use full sentences.

Language games like I-Spy where they have to listen to descriptions.

Using routine songs and chants for attention.

Think pair share, giving them plenty of time to think before having to speak.

Show and tell to link specifically to project

Explicit instruction and feedback.

Getting rid of the fear by doing it as a group before doing it individually.

Initially choosing more confident learners to model.

Language games to build conversation by linking words (Sarah Zhang can explain properly)

Icebreakers linked to PD that encourages connection and language (Ines)

Encouraging learners to take ownership and show active listening by stepping in as the little teacher during instruction or feedback phase of bilingual time.

Being silly and encouraging children to correct language when they're confident.

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Helicopter stories- acting them out with the children (transcribing stories word for word)

Tales toolkit

Changing stories- ending, middle etc. and mixing fairytales- combining characters. E.g what would happen if Cinderella met the troll?

Continuing stories- teacher starts and go around the circle with children adding a phrase or sentence

Debates e.g. would you rather live in a city or the countryside?

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Each day there is one photographer and one reporter.

Photographer takes a photo of their learning then shares it with the class.

Reporter tells or shows something they’re proud of to the class.

Can link it to values, project or individual needs.