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Adults working with an EAL learner should facilitate learning so that it can take place in either their first language or English. This ensures the child learns something each lesson.

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The school should reflect the community wherever possible. This could be a prominent feature at the entrance of the school. One example would be displaying 'Welcome' and flags from countries that represent the children of the school and the community surrounding it.

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Prepare for a new arrival by making sure you can pronounce the child's name. Be aware of their country of origin and first language. Learn a few key words in the child's first language to support them.

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It may be beneficial to link the timeline to events from the child's culture or home country where possible to help the child recognise and understand which period of time this relates to.

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Be wary when talking about wars and conflicts in history lessons as to what sides the children's native countries were on and how you portray the behaviours/suffering of their people in your lesson.

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When selecting artefacts for the suitcase, try to choose simple items which children may be able to recognise, e.g. a teddy bear, clothing, photographs, etc. Traditional words could be used, such as plimsolls, but then a more modern meaning, such as pump or shoe, can be given to assist the child's understanding.

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Ensure you know as much as you can about your pupils background and experiences from home. Use this knowledge to be sensitive to how a lesson might affect the child. For example when talking about evacuee children it might bring back memories of the child fleeing their own country, it could heighten emotions around missing family and it could trigger curiosity in the other children provoking them to unknowingly ask the child hurtful questions.

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Assume every child has no prior knowledge to the lesson as an EAL student might not have spoken about British history at home. Introduce the lesson with an explanation of the event and possible a short film.

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- Try to sit children with their 'buddy' who may be able to help translate for them to ensure understanding.
- Adapt worksheets so that images accompany words for EAL children (this will also help children with SLCN).
- Ensure availability of dual language resources, such as dictionaries and word mats. This will expand both their English vocabulary and also that of their home language.
- Use a book or video that is age appropriate to give all children, not just EAL, some background knowledge relating to the topic being discussed.
- If doing group work, try to ensure that the EAL child is in a group with a child who is a strong scribe and has good comprehension skills, but also in a group with children of similar ability so that the child does not feel alienated.
- It may be beneficial for the teacher to scribe notes on the whiteboard from any class discussions as the EAL learner would be able to refer back to these after the discussion. This could aid the learner as it may take them longer to process the information (e.g. translating to their own language mentally to understand)

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How we could adapt lessons to support EAL learners in general AND specifically for a history lesson on child evacuation in WW2

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Ensure child is sat with a clear view of the teacher and the board. If they struggle to understand the teachers expression and gestures can help as can pictures on the board.

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Try and incorporate the child's experiences and knowledge from their language/culture into the learning of the class and share their knowledge with the other pupils. For example talk about their religion in RE or how some of our words have derived from words from their native language.

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It is important to set appropriate targets for all children, particularly EAL pupils. Should they be given the same targets as non-EAL children, they may find they are less able to meet the expectations and, in turn, be demotivated.

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Early baseline assessments should be conducted by a school in order to determine the level a child is at in terms of linguistic skills, maths and other specific EAL assessments.

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What is expected of a child should be outlined at the earliest opportunity as the education system in the UK mat not be the same as the home country of a child.

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This is necessary for both the families and the school. Handbooks, school tours and meetings prior to starting school can be put in place for the families to gain an insight into the school setting. The children and families will also give information about the child to the school, which leads into prior knowledge.

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Schools should be aware of any circumstances surrounding the arrival of a child and their family in the UK, such as traumatic experiences and emotional issues. This will help the school decide on the best approach to take with the children.

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What schools and teachers should do to ensure successful integration for EAL children

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Children should be encouraged to engage in Basic Interpersonal Communication (BIC) alongside educational speech. This could be talking about their favourite toys, music, television, hobbies, etc. This will be beneficial as the children will feel comfortable with the topic being discussed, which would lead to more free-flowing conversation.

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As an initial activity when a child from overseas joins the class, the teacher can lead research into the country they have come from. This would give the class and the teacher an insight into the background of a child.

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When studying different texts, in order to assist EAL children it would be beneficial to display a story map. Using this as a tool, pupils will be able to follow the story and be able to engage with the tasks set by the teacher.

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Children should be encouraged to engage with their peers in role play activities. This could be in a home corner in KS1 or during drama in KS2. During these occasions the pupils will be able to develop both speaking and listening skills in a range of different languages.

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Children can model how tasks should be carried out. This could also incorporate them speaking in their native language.

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Children can be trained in how to be a buddy to others in their class. They may be partnered due the language they speak, their ability or because they have been in the same situation previously.

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How children can support their classmates

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It would be useful to offer a service where parents can approach the school to obtain advice and also borrow resources written in their own language. This is a two-pronged approach which will not only equip parents to support their children, but also enhance their own knowledge and skills.

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Staff should encourage children to speak in their first language and, should they be able to do so, they should speak in additional languages themselves.

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Schools should endeavour to employ staff who speak a range of languages to support the variety of children who make up the school population. Parents and family members may also volunteer as classroom assistants in order to provide this.

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Teachers and TA's should effectively demonstrate how a task should be carried out.

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How teachers and staff can support EAL children and their families

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Equipment such as stationery and books should be labelled with both the word and an appropriate image so that all children can be self-sufficient when retrieving the necessary items.

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A range of books, dictionaries, word mats, flash cards, etc. could be on hand in class. These will help children to work out which English words are the counterparts to words they know in their mother tongue.

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Children could be equipped with survival cards to help them navigate through the day. A range of images could be on the cards so that pupils can indicate what their needs are visually, even if they cannot speak the necessary words.

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These should be kept up to date with details of the topic being studied and a vocabulary bank which can be utilised by all children.

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Physical aids to assist

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These will support children to feel secure in how the structure of the school day is comprised.

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This can be done by making displays relating to different cultures (fabrics, pictures of cuisine, etc.).

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Welcoming messages should be displayed in the different languages spoken by the children in the school. These should be displayed in classrooms and the entrance area.

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How the classroom should look