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What are flashcards?

Flashcards are picture cards and can be used on their own or with word cards. There are various different types:

1. Flashcards with pictures and words in the learner's first language

2. Flashcards with pictures and words in English on the front of the same card

3. Flashcards with pictures on one side and English words on the other side of the card

4. Picture-only flashcards with separate word-only cards to match

Examples of activities

Flashcards can be used for any age group. They are particularly useful for learners at the New to English and Early Acquisition stages. They are very flexible and can be used across the curriculum for a range of activities, for example:

1. Pairs:

Use a set of flashcards with images and a set with matching words to play pairs (also known as Pelmanism). This is the game where players place the cards face down on the table and take it in turn to pick up two. When they find a matching pair, they keep it and have another turn. The person who collects the most pairs wins. Learners could do a simple matching activity before they play, to consolidate understanding, with the cards placed face up. See the matching activity on Learning about Magnetism, where learners are asked to match a word with the corresponding image.

2. Sorting activities:

Learners sort the cards into categories/groups and explain their choices, their reasoning and the connections between the items. The items could then be sorted into groups, a table, Venn diagram or flow diagram for example. See the activity in Rich and Poor Tudors where learners sort word and image flashcards according to whether they depict rich or poor people.

3. Bingo:

Choose a grid size e.g. 3x3, 3x4, 4x4. Fill the grid with picture cards, word cards, or a mixture. Either select cards for the learners or allow them to choose themselves. Put the remaining cards in a bag or pile and take it in turn to select. The winner is the first player to complete a line/the whole grid. Learners could do a simple matching activity before they play, to consolidate understanding.  It is a good idea to model a relevant structure that the learners should say correctly in order to be allowed to put a card in the grid, e.g. ' It's a river' / ' They're cliffs', or ' I like...' / 'I don't like...' See the bingo game in A Balanced Diet.

4. Connect 4:

A bit like Bingo, but for two players, played on one board of 8x8.  Players have a set of cards each, of different colours so it is clear who has placed each card onto the board, and have to make a line of four. See The Tempest Connect 4 where players match pictures of characters to information about them.

5. Snap:

With cards in two piles, players take it in turns to turn over a card. If the cards match, the player who shouts 'snap' (or the word / phrase being practised) first keeps the cards in the pile.

6. Odd one out:

Sort the cards into groups, with one 'odd one out'. Groups identify the 'odd ones out' and explain their reasoning.

Put a barrier between two learners (an A4 folder on its side works well) and they take it in turn to pick a flashcard and describe what is on it without using the word, while the other person guesses what it is. E.g. 'It's a four-sided shape with four right angles. All the sides are the same length.'

How flashcards work

Small sets of flashcards can be used for individual or group activities, or larger sets for display or for whole-class activities

There are numerous sets of flashcards in the resources on this website

To make electronic flashcards to use on a computer or tablet, free software designed to generate these is available, for example Quizlet

Top tip: Think about the language learners should use as they play and provide models. For example, when sorting flashcards into a table, learners can also be given cards with prompts on:
I think _____ goes in this column because... __________ is the odd one out because the others...
Why are flashcards a Great Idea for EAL learners?

Flashcards are great for introducing memorising, revising and consolidating vocabulary. Research suggests that re-visiting vocabulary is important to aid acquisition (Schmitt 2008), and flashcards provide a natural way for learners to increase the number of times they encounter target words and phrases.

Flashcards are also useful for stimulating discussion through collaborative activities. The importance for language development of collaborative group work and providing real opportunities for communication has been established by many researchers, including Michael Halliday, Neil Mercer and Mikail Bakhtin. Working with a partner or in a small group allows learners to feel more confident, and the language is being used for a meaningful purpose rather than out of context, as recommended by Swain and Lapkin (1995). Gardner (2012) argues that collaborative learning is a feature of inclusive classrooms, and the benefits of group work are also supported by Cordon (2000). Kotler et al (2001) and Wong Fillmore and Snow (2005) also highlight the importance of social interaction and active participation in language acquisition.

Flashcards with pictures that the EAL learner can recognise help to provide a rich context which enables the EAL learner to access the curriculum and to build on their prior knowledge. This is based on research by Jim Cummins, particularly the Cummins Matrix, when he suggested that this enables the language demands of an activity to be reduced without reducing the cognitive demand. Flashcards can be used to turn a learning activity into a game, and increase the multimodality of the lesson.

References

Cordon, R., 2000, Literacy and learning through talk: strategies for the primary classroom, Buckingham: Open University Press.

Gardner, P., 2012, Strategies and Resources for Teaching and Learning in Inclusive Classrooms (2nd edition), Oxford: Routledge.

Kotler, A., Wegerif, R. and Le Voi, M. 2001, Oracy and the educational achievement of pupils with English as an additional language: the impact of bringing 'Talking Partners' into Bradford schools, International Journal of Bilingual Education and Bilingualism 4 (6), 403-419.

Schmitt, N., 2008, Instructed Second Language Vocabulary Learning. Language Teaching Research 12, 3: 329-363.

Swain, M. and Lapkin, S., 1995, Problems in output and the cognitive processes they generate: a step towards second language learning, Applied Linguistics 16 (3), 371-391.

Wong Fillmore, L. and Snow, C., 2005, What teachers need to know about language, Washington DC: Centre for Applied Linguistics.

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Great Idea: Flashcards Play What are flashcards? Flashcards are picture cards and can be used on their own or with word cards. There are various different types: Flashcards with pictures and words in the learner's first language Flashcards with pictures and words in English on the front of the same card Flashcards with pictures on ...

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Tower Hamlets Progression in Language Posters

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Tower Hamlets Progression in Language Posters

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See below for Curriculum linked resources from the Bell Foundation. This website is free to subscribe to and has a wealth of resources to support EAL Learners.
Colour code key for resources below:
EYFS & KS1 - Pink
KS2 - Blue

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Minibeasts - The Bell Foundation (bell-foundation.org.uk) Free Membership
EYFS/ KS1

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KS1-2
The resource includes a collaborative track game and a set of images to introduce important vocabulary and stimulate learners' interest in the Great Fire of London.

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Parental guidance flyers on 'Helping Children Learn' and 'About the English Education System' are now available in 22 languages including Ukrainian.

Parental guidance in Ukrainian

Please complete your details below to access the resources.

Key features of creating an account

Unlimited access

By registering you can access hundreds of relevant resources and tools, including those previously hosted on EAL Nexus.

Free

Registration and access to tools and resources are free.

High-quality

Created by EAL and ESOL experts and tried and tested in relevant settings.

Popular

Over 244,000 resource and tool downloads in 2019.

Keep up to date

Sign up to receive the latest news on the Foundation's free resources, research, blogs, webinars, events, training and funding opportunities.

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Accessing your account Please complete your details below to access the resources. Create a new account EAL Programme ESOL Programme Criminal Justice Programme Sign up Language for ResultsInternational Sign up Key features of creating an account Unlimited access By registering you can access hundreds of relevant resources and tools, including those previously hosted on EAL ...

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KS1
This resource is a Connect 4 board with simple images relating to weather, with accompanying vocabulary cards.
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# data[].attributes.attachment_link.readable_text
Parental guidance flyers on 'Helping Children Learn' and 'About the English Education System' are now available in 22 languages including Ukrainian.

Parental guidance in Ukrainian

Please complete your details below to access the resources.

Key features of creating an account

Unlimited access

By registering you can access hundreds of relevant resources and tools, including those previously hosted on EAL Nexus.

Free

Registration and access to tools and resources are free.

High-quality

Created by EAL and ESOL experts and tried and tested in relevant settings.

Popular

Over 244,000 resource and tool downloads in 2019.

Keep up to date

Sign up to receive the latest news on the Foundation's free resources, research, blogs, webinars, events, training and funding opportunities.

# data[].attributes.attachment_link.description
Accessing your account Please complete your details below to access the resources. Create a new account EAL Programme ESOL Programme Criminal Justice Programme Sign up Language for ResultsInternational Sign up Key features of creating an account Unlimited access By registering you can access hundreds of relevant resources and tools, including those previously hosted on EAL ...

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Vocabulators are are great way for children to independently review words. They are particularly useful for learners who need a bit of movement and excitement.

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Vocabulators are are great way for children to independently review words. They are particularly useful for learners who need a bit of movement and excitement.

Vocabulators are plastic bottles or jars that are filled with noisy stuff (such as pasta or rice) and interesting coloured things (such as small pieces of shiny paper or objects). Written words (double sided works best) are then added. We also recommend you add a paper clip to each word as this reduces the likelihood of them sticking together. You can make one in just a few minutes using readily available materials.

The original idea came from Melissa Forney but vocabulators can be adapted in lots of different ways. Like this:
www.pinterest.com/pin/553309504188888099/ www.pinterest.com/pin/553309504188888941/ www.pinterest.com/pin/553309504188903954/ www.pinterest.com/pin/553309504189902889/
Make a vocabulator that challenges children to find words related to a topic, verbs, replacements for 'said' or words that are connected. You can set up group or individual activities.

As well as being fun vocabulators are also a powerful way of reviewing words that chldren have been introduced to. The more fun ways you can think to review words the better your students will be at remembering and using them.

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If you want kids to remember words make a vocabulator. Vocab-u-what? - Thinking Talking

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Vocabulators are are great way for children to independently review words. They are particularly useful for learners who need a bit of movement and excitement. Vocabulators are plastic bottles or jars that are filled with noisy stuff (such as pasta or rice) and interesting coloured things (such as small pieces of shiny paper or objects).

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KS1
A visual and colourful resource to develop vocabulary based on the story Handa's Surprise by Eileen Browne

# data[].attributes.attachment_link.description
Accessing your account Please complete your details below to access the resources. Create a new account EAL Programme ESOL Programme Criminal Justice Programme Sign up Language for ResultsInternational Sign up Key features of creating an account Unlimited access By registering you can access hundreds of relevant resources and tools, including those previously hosted on EAL ...

# data[].attributes.attachment_link.readable_text
What are flashcards?

Flashcards are picture cards and can be used on their own or with word cards. There are various different types:

1. Flashcards with pictures and words in the learner's first language

2. Flashcards with pictures and words in English on the front of the same card

3. Flashcards with pictures on one side and English words on the other side of the card

4. Picture-only flashcards with separate word-only cards to match

Examples of activities

Flashcards can be used for any age group. They are particularly useful for learners at the New to English and Early Acquisition stages. They are very flexible and can be used across the curriculum for a range of activities, for example:

1. Pairs:

Use a set of flashcards with images and a set with matching words to play pairs (also known as Pelmanism). This is the game where players place the cards face down on the table and take it in turn to pick up two. When they find a matching pair, they keep it and have another turn. The person who collects the most pairs wins. Learners could do a simple matching activity before they play, to consolidate understanding, with the cards placed face up. See the matching activity on Learning about Magnetism, where learners are asked to match a word with the corresponding image.

2. Sorting activities:

Learners sort the cards into categories/groups and explain their choices, their reasoning and the connections between the items. The items could then be sorted into groups, a table, Venn diagram or flow diagram for example. See the activity in Rich and Poor Tudors where learners sort word and image flashcards according to whether they depict rich or poor people.

3. Bingo:

Choose a grid size e.g. 3x3, 3x4, 4x4. Fill the grid with picture cards, word cards, or a mixture. Either select cards for the learners or allow them to choose themselves. Put the remaining cards in a bag or pile and take it in turn to select. The winner is the first player to complete a line/the whole grid. Learners could do a simple matching activity before they play, to consolidate understanding.  It is a good idea to model a relevant structure that the learners should say correctly in order to be allowed to put a card in the grid, e.g. ' It's a river' / ' They're cliffs', or ' I like...' / 'I don't like...' See the bingo game in A Balanced Diet.

4. Connect 4:

A bit like Bingo, but for two players, played on one board of 8x8.  Players have a set of cards each, of different colours so it is clear who has placed each card onto the board, and have to make a line of four. See The Tempest Connect 4 where players match pictures of characters to information about them.

5. Snap:

With cards in two piles, players take it in turns to turn over a card. If the cards match, the player who shouts 'snap' (or the word / phrase being practised) first keeps the cards in the pile.

6. Odd one out:

Sort the cards into groups, with one 'odd one out'. Groups identify the 'odd ones out' and explain their reasoning.

Put a barrier between two learners (an A4 folder on its side works well) and they take it in turn to pick a flashcard and describe what is on it without using the word, while the other person guesses what it is. E.g. 'It's a four-sided shape with four right angles. All the sides are the same length.'

How flashcards work

Small sets of flashcards can be used for individual or group activities, or larger sets for display or for whole-class activities

There are numerous sets of flashcards in the resources on this website

To make electronic flashcards to use on a computer or tablet, free software designed to generate these is available, for example Quizlet

Top tip: Think about the language learners should use as they play and provide models. For example, when sorting flashcards into a table, learners can also be given cards with prompts on:
I think _____ goes in this column because... __________ is the odd one out because the others...
Why are flashcards a Great Idea for EAL learners?

Flashcards are great for introducing memorising, revising and consolidating vocabulary. Research suggests that re-visiting vocabulary is important to aid acquisition (Schmitt 2008), and flashcards provide a natural way for learners to increase the number of times they encounter target words and phrases.

Flashcards are also useful for stimulating discussion through collaborative activities. The importance for language development of collaborative group work and providing real opportunities for communication has been established by many researchers, including Michael Halliday, Neil Mercer and Mikail Bakhtin. Working with a partner or in a small group allows learners to feel more confident, and the language is being used for a meaningful purpose rather than out of context, as recommended by Swain and Lapkin (1995). Gardner (2012) argues that collaborative learning is a feature of inclusive classrooms, and the benefits of group work are also supported by Cordon (2000). Kotler et al (2001) and Wong Fillmore and Snow (2005) also highlight the importance of social interaction and active participation in language acquisition.

Flashcards with pictures that the EAL learner can recognise help to provide a rich context which enables the EAL learner to access the curriculum and to build on their prior knowledge. This is based on research by Jim Cummins, particularly the Cummins Matrix, when he suggested that this enables the language demands of an activity to be reduced without reducing the cognitive demand. Flashcards can be used to turn a learning activity into a game, and increase the multimodality of the lesson.

References

Cordon, R., 2000, Literacy and learning through talk: strategies for the primary classroom, Buckingham: Open University Press.

Gardner, P., 2012, Strategies and Resources for Teaching and Learning in Inclusive Classrooms (2nd edition), Oxford: Routledge.

Kotler, A., Wegerif, R. and Le Voi, M. 2001, Oracy and the educational achievement of pupils with English as an additional language: the impact of bringing 'Talking Partners' into Bradford schools, International Journal of Bilingual Education and Bilingualism 4 (6), 403-419.

Schmitt, N., 2008, Instructed Second Language Vocabulary Learning. Language Teaching Research 12, 3: 329-363.

Swain, M. and Lapkin, S., 1995, Problems in output and the cognitive processes they generate: a step towards second language learning, Applied Linguistics 16 (3), 371-391.

Wong Fillmore, L. and Snow, C., 2005, What teachers need to know about language, Washington DC: Centre for Applied Linguistics.

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Great Idea: Flashcards Play What are flashcards? Flashcards are picture cards and can be used on their own or with word cards. There are various different types: Flashcards with pictures and words in the learner's first language Flashcards with pictures and words in English on the front of the same card Flashcards with pictures on ...

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EYFS/ KS1
A visual and colourful resource to develop vocabulary based on the story Dear Zoo by Rod Campbell.

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Accessing your account Please complete your details below to access the resources. Create a new account EAL Programme ESOL Programme Criminal Justice Programme Sign up Language for ResultsInternational Sign up Key features of creating an account Unlimited access By registering you can access hundreds of relevant resources and tools, including those previously hosted on EAL ...

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KS1
Local environment - The Bell Foundation (bell-foundation.org.uk) Free Membership

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Our activities are only available here in PDF, but if you want to edit activities, you can convert PDF to Word on this site. English literature and language activities are available in editable form on the Teachit site. Mantra Books have made interactive versions.

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Our activities are only available here in PDF, but if you want to edit activities, you can convert PDF to Word on this site. English literature and language activities are available in editable form on the Teachit site. Mantra Books have made interactive versions.

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KS2-3
This is a highly visual resource comprising three sets of flashcards - words and picture, words only and pictures only, of everyday objects for EAL learners to classify according to whether they are magnetic or non-magnetic.

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Parental guidance flyers on 'Helping Children Learn' and 'About the English Education System' are now available in 22 languages including Ukrainian.

Parental guidance in Ukrainian

Please complete your details below to access the resources.

Key features of creating an account

Unlimited access

By registering you can access hundreds of relevant resources and tools, including those previously hosted on EAL Nexus.

Free

Registration and access to tools and resources are free.

High-quality

Created by EAL and ESOL experts and tried and tested in relevant settings.

Popular

Over 244,000 resource and tool downloads in 2019.

Keep up to date

Sign up to receive the latest news on the Foundation's free resources, research, blogs, webinars, events, training and funding opportunities.

# data[].attributes.attachment_link.description
Accessing your account Please complete your details below to access the resources. Create a new account EAL Programme ESOL Programme Criminal Justice Programme Sign up Language for ResultsInternational Sign up Key features of creating an account Unlimited access By registering you can access hundreds of relevant resources and tools, including those previously hosted on EAL ...

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KS2
This set of resources is based around a visual word mat with images of Winston Churchill, Adolf Hitler, a gas mask, a ration book, evacuees, a barrage balloon, a swastika, an air raid shelter, etc.

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Parental guidance flyers on 'Helping Children Learn' and 'About the English Education System' are now available in 22 languages including Ukrainian.

Parental guidance in Ukrainian

Please complete your details below to access the resources.

Key features of creating an account

Unlimited access

By registering you can access hundreds of relevant resources and tools, including those previously hosted on EAL Nexus.

Free

Registration and access to tools and resources are free.

High-quality

Created by EAL and ESOL experts and tried and tested in relevant settings.

Popular

Over 244,000 resource and tool downloads in 2019.

Keep up to date

Sign up to receive the latest news on the Foundation's free resources, research, blogs, webinars, events, training and funding opportunities.

# data[].attributes.attachment_link.description
Accessing your account Please complete your details below to access the resources. Create a new account EAL Programme ESOL Programme Criminal Justice Programme Sign up Language for ResultsInternational Sign up Key features of creating an account Unlimited access By registering you can access hundreds of relevant resources and tools, including those previously hosted on EAL ...

# data[].attributes.body
KS2
This resource is a set of picture cards and a set of word cards to introduce basic vocabulary relating to World War 2 to beginner EAL learners.

# data[].attributes.attachment_link.readable_text
Parental guidance flyers on 'Helping Children Learn' and 'About the English Education System' are now available in 22 languages including Ukrainian.

Parental guidance in Ukrainian

Please complete your details below to access the resources.

Key features of creating an account

Unlimited access

By registering you can access hundreds of relevant resources and tools, including those previously hosted on EAL Nexus.

Free

Registration and access to tools and resources are free.

High-quality

Created by EAL and ESOL experts and tried and tested in relevant settings.

Popular

Over 244,000 resource and tool downloads in 2019.

Keep up to date

Sign up to receive the latest news on the Foundation's free resources, research, blogs, webinars, events, training and funding opportunities.

# data[].attributes.attachment_link.description
Accessing your account Please complete your details below to access the resources. Create a new account EAL Programme ESOL Programme Criminal Justice Programme Sign up Language for ResultsInternational Sign up Key features of creating an account Unlimited access By registering you can access hundreds of relevant resources and tools, including those previously hosted on EAL ...

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The EYFS Word of the Day Resource provides practitioners with the opportunity to practise vital phonics skills whilst developing children's understanding of early vocabulary, every single day of the school year. The resources closely follow the sequence of phoneme-grapheme correspondences outlined in the Letters and Sounds document and so is the perfect way to enhance phonics learning whilst developing an understanding of vocabulary.

Letters and Sounds Correspondence:

Autumn 1st Half - Words with Phase 2 Grapheme-Phoneme Correspondences.

Autumn 2nd Half - Words with Phase 3 Grapheme-Phoneme Correspondences.

Spring 1st Half - Words with Phase 3 Grapheme-Phoneme Correspondences.

Spring 2nd Half - Words with Phase 3 Grapheme-Phoneme Correspondences.

Summer 1st Half - Words with Phase 4 Grapheme-Phoneme Correspondences.

Summer 2nd Half - Words with Phase 4 Grapheme-Phoneme Correspondences.

Each day, the children will be given a simple definition of a phonetically decodable word, with sound buttons included. The children can then practise:

Finding the rhyme - designed to develop children's phonological awareness, children suggest words that rhyme with the newly learnt vocabulary.

Phoneme Frames - allowing the children to segment the word into its composite phonemes in order to spell it.

Pyramid Spellings - requiring the child to build the word one letter at a time, rather than segmenting into phonemes.

How many syllables? - counting the number of syllables (chunks) in a word, helping with decoding (reading) and encoding (spelling) words, particularly longer ones.

Write the caption - allowing children to apply the newly learnt vocabulary in a caption or sentence which also contains high frequency words and tricky words appropriate to the phonics phase. This promotes a more secure understanding of the given vocabulary.

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EYFS Word of the Day The EYFS Word of the Day Resource provides practitioners with the opportunity to practise vital phonics skills whilst developing children's understanding of early vocabulary, every single day of the school year. The resources closely follow the sequence of phoneme-grapheme c ...

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Sarah Crown, Director, Literature, Arts Council England said: "We know that a child's life chances are improved by their access to and enjoyment of quality literature, and that their engagement with literature is improved when they can see themselves and their experiences reflected in a meaningful way."

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This is the fifth Reflecting Realities report and it was published in November 2022.

The annual CLPE survey, which is funded by Arts Council England, launched in 2017 with the key focus of determining the extent and quality of ethnic minority characters featured within Picturebooks, Fiction and Non-Fiction for ages 3-11 published in the UK. The five years of reporting provide benchmark statistics which have seen a sustained increase in the number and percentage of books that contain characters from racially minoritised backgrounds; a standard which is vital in ensuring all young readers have the opportunity to encounter books in which they can see themselves, their experience and the wider world reflected.

The data released in the report continues to show sustained and significant increase in ethnic minority representation in children's books. The key points are:

The annual survey produced by CLPE documents the proportion of children's books that contain characters from an ethnic minority and has been a key driver and support for meaningful change, transforming the volume of representative and inclusive literature available to young readers in the UK.

Annual reporting shows an increase in the number of children's books published featuring a minority ethnic character from 4% in 2017 to 20% in 2021.

The percentage of books published with a main character from a racially minoritised background has risen year on year but remains extremely low at 9% in 2021.

Representation in Fiction remains low and lags significantly behind increases in Picturebooks and Non-Fiction.

CEO of CLPE Louise Johns-Shepherd, said of the next steps: 'We are delighted to see the upward trend in numbers, we are determined that it won't be a 'trend' that disappears or that dips. We will continue to do this work and to support ongoing dialogue within the publishing industry because we believe in the power of children's literature to change lives and we believe inclusive representative casts of characters in children's literature make books better.'

Sarah Crown, Director, Literature, Arts Council England said: "We know that a child's life chances are improved by their access to and enjoyment of quality literature, and that their engagement with literature is improved when they can see themselves and their experiences reflected in a meaningful way. In 5 years the CLPE Reflecting Realities survey has provided data and analysis which has lead to a quantifiable improvement in representation of Black, Asian and ethnically diverse characters in children's literature. Thanks to National Lottery funding, the Arts Council is pleased to continue to support the survey and CLPE whilst it works towards providing more support for publishers, teachers and wider stakeholders to effect real and lasting change."

Read our blog Reflecting Realities, the methodology behind the report by Farrah Serroukh and Louise Johns-Shepherd
Read our other blogs on Reflecting Realities CLPE are also delivering webinars for schools which focus on Transforming Literacy by Reflecting Realities and also around the Happy Here Anthology
Illustrations © Diane Ewen and reproduced with her kind permission.

Booklet design: Ben Cotterill

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CLPE Survey of Ethnic Representation within UK Children's Literature 2017-2022 (November 2022) | Centre for Literacy in Primary Education

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This is the fifth Reflecting Realities report and it was published in November 2022. The annual CLPE survey, which is funded by Arts Council England, launched ...

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The ' Frayer model ' is a long-standing graphic organiser that has been deployed in classrooms with success for decades (it was first conceived Dorothy Frayer and her colleagues at the University of Wisconsin). It is a simple but effective model to help students to organise their understanding of a new academic term or complex vocabulary choice.

The traditional model is as follows:

I have been using the 'Frayer model' for around two years now in my English lessons. It has proven a useful model to help me explicitly focus my teaching of important literary terms in English. Last year, I undertook a 'disciplined inquiry' on my practice to explore if it proved an effective way to teach complex vocabulary in the GCSE poetry I was teaching.

I decided to adapt the typical 'Frayer Model' to make it more appropriate to literature study (the flexibility and simplicity of this graphic organiser is why it proves so useable). Here, a student selects the word "chartered" from William Blake's poem, ' London', using our adapted headings:

Here is an extract from the resultant close analysis of the poem, revealing the student's use of their 'Frayer model' (with some peer feedback):

Does the 'Frayer model' alone transform understanding of words? Well, no - not really. Still, I found it a quick and handy strategy to explicitly closely analyse important vocabulary choices in English. In subsequent questionnaire feedback, numerous students commented that the model was helpful in getting them to recognise the most important 'keystone' words and ideas to analyse.

The 'Frayer Model' in Science

Over the last year at Huntington school we have had a focus on help our students access the more challenging reading and academic vocabulary demands of the new curriculum. We have focused on some generic strategies, like the 'Frayer model' and similar graphic organisers, but crucially, these have been applied in our secondary school subject disciplines.

Alister Talbot, one of our Science teachers, has been inquiring about using the 'Frayer model' as tool in his Key Stage 3 Science lessons:

"I've been using the 'Frayer model' in my year 8 science lessons to explore key lesson vocabulary in more detail. I've used it to baseline my students - asking them what they already know about the word and where they have used it previously (science setting or non-science setting). We've then moved onto exploring in the word in a bit more detail - looking at the etymology of the word and also the morphology.

For example, the key word 'sub-atomic' we explored what 'sub' meant and other words which contain 'sub'. After exploring the word more, I have used the 'Frayer model' to get the students to write some definitive notes on the word - either the key definition or a diagram relating to the specification. Finally, I've encouraged students to use the word - either in using the key word in response to an exam question/writing their own explanation of a concept using the key word.

My year 8 students seem to have very much enjoyed using the Frayer model - they have especially enjoyed discussing where they have come across the word previously and the variety of out-of-classroom-contexts which they have come up with have been great. They students also enjoy learning about the morphology and etymology of the word - although this does take time during the lessons and in the great scheme of preparing for exam I (indeed, some of my students have questioned this). Of particular interest has been observing how pupils have used the word after being taught the content of the lesson and how they have answered exam questions - many have written explanations with a real grasp of the true meaning of the word, not just a superficial overview."

You can see an example from Alister's teaching here:

You can see that Alister (and his students!) ask valid questions about the 'why' and 'when' of using the 'Frayer model', not just 'what is it?' On a subject level, these type of questions are exactly what we should be asking. Some researchers have critiqued the time-intensive nature of the approach. We should of course explain our methods to our students too when possible. As academic literacy proves such a challenge for our students in Science, perhaps without them realising it, it is important to question how we best communicate the essential language of our subject domains.

In keeping with the flexibility of the 'Frayer model' across the curriculum, research has been undertaken on the effectiveness of the Frayer model for mathematics teaching, as well as a general strategy for acquiring and deepening vocabulary knowledge. It can be used by teachers to explicitly teach key vocabulary, prove a prompt for discussion, or used by students to record their word knowledge with greater depth than is typical.

The 'Frayer model' is now firmly lodged into my teacher toolkit. And that isn't just because 'Frayer' is a homophone reminder of my lovely daughter 'Freya'!

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Vocabulary Knowledge and the 'Frayer Model'

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The ' Frayer model ' is a long-standing graphic organiser that has been deployed in classrooms with success for decades (it was first conceived Dorothy Frayer and her colleagues at the University of Wisconsin). It is a simple but effective model to help students to organise their understanding of a new academic term or complex vocabulary choice.

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KS2
This set of resources is based around a visual word mat with images of a pharaoh, a farmer, pyramids, a sphinx, canopic jars, Tutankhamun’s death mask, hieroglyphics, a mummy, slaves, etc.

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Accessing your account Please complete your details below to access the resources. Create a new account EAL Programme ESOL Programme Criminal Justice Programme Sign up Language for ResultsInternational Sign up Key features of creating an account Unlimited access By registering you can access hundred…

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Your resource library of 5003 (and growing) bi-lingual resource, worksheets and activities in over 200 languages. Subscription required.

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EMAS UK - Helping Teachers with EAL Students - Dual Language EAL Resources and Tools.

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Home / Membership Product Elements / EAL Dual Language Resource Library

Your resource library of 5003 (and growing) bi-lingual resource, worksheets and activities in over 200 languages.

Carefully handcrafted by teachers in partnership with real translators, so you can be assured that it is of the most excellent quality.

To help your child understand completely every resource is both bilingual and pictorial, which reinforces English language learning at every stage. To assist you we have a resource for every purpose, from those early introductions and assessments to cross curriculum Nursery to KS3.

The resources are instantly downloadable for every teacher in your whole school, in every language.

Includes

EAL Posters to make your school EAL friendly.

Resources for Identifying the country of origin and the languages spoken.

Dual Language Core Concepts like Days of Week, Colours etc.

Dual Language Curriculum Content.

See it in action

EAL Dual Language Resource Library is included as an element of every one of our membership products below, select the products below to find out more.

Benefits of Dual-Language Early Education

The minds of young children are incredibly flexible. Their brains take in as much information as possible. It's not entirely surprising, therefore, that bilingual children can acquire two languages at a time when it takes most babies to learn only one language.

The scientific benefits are the same whether you choose a full-immersion classroom model or a bilingual classroom style for dual-language acquisition. According to research, dual language early education with the best quality dual language resources like EMAS UK can result in students' total fluency in both languages. However, there are other advantages of dual language learning for young students.

1. Improved Attention- Children must learn how to actively switch their brains from one language to another depending on their environment when learning to be multilingual, for example, at home. In the long run, this enhances their ability to maintain concentrated attention without being distracted and switching from one work to another one.

2. Higher Empathy- Raising bilingual children teaches them to examine their surroundings to determine which language to use. According to research, language learning has been linked to social and emotional development in early childhood.

3. Enhanced Reading Capabilities- Dual-language students surpassed their peers in English-reading skills in just one year of studying, according to research conducted at American University. Dual-language learning likely helps pupils understand the concept of language better. Our excellent quality Dual language resources can help students enhance their reading capabilities.

4. Better Problem Solving Capability- Children must learn to take in knowledge as concepts and practise applying them when learning two languages. This improves their problem-solving abilities beyond simply knowing how to put information together.

5. Wider Cultural Acceptance- Many dual-language programs began with native English speakers and have lately expanded to include students who do not speak English as a first language. Early in childhood, students become at ease with children from all backgrounds and cultures. Diversity is the norm in today's dual-language classes.

It's also worth noting that non-native English students who go into mainstream English classrooms can lose a significant portion of their native language and culture. Many parents believe this is for the best, but that isn't always the case, as supporting and celebrating their native language and culture is equally important.

Suppose you are looking for dual language resources. In that case, EMAS UK brings in a resource library of over 5003 bi-lingual resources, worksheets, and activities in over 200 languages, handcrafted by teachers along with real translators, ensuring the most premium quality. For more information about their dual language resources, visit https://www.emasuk.com/product/eal-dual-language-resource-library

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EAL Dual Language Resource Library - EMAS UK - Helping Teachers with EAL Students

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Your resource library of 5003 (and growing) bi-lingual resource, worksheets and activities in over 200 languages. Carefully handcrafted by teachers in partnership with real translators, so you can be assured that it is of the most excellent quality. To help your child understand completely every resource is both bilingual and pictorial, which reinforces English language learning at every stage.

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But words are things, and a small drop of ink, falling like dew, upon a thought, produces that which makes thousands, perhaps millions, think.

Like most teachers, as soon as pupils are sequestered in the exam hall I always used to race around trying to get my hands on the exam paper and anticipate how my eager charges will have coped. A few years ago I remember picking up the foundation tier GCSE English Literature paper and seeing a real gift of a question on the theme of dreams in Of Mice and Men. When they came streaming out I excitedly asked them if they'd done it but none of them had. Why? Because it contained the word futility, and they had no idea of its meaning. A poor vocabulary is a huge barrier to academic success.

In order comprehend a text we need to know an estimated 95% of its vocabulary[1]. This might sound surprisingly high but think about the last novel you read - how many unfamiliar words did you encounter? One or two at most? Certainly few enough that your understanding and enjoyment were not impeded. 5 percent of words might be about 10 per page - at that kind of frequency our ability to comprehend disintegrates rapidly.

Conversely, the more words you know the easier you'll find it to guess the meaning of unfamiliar words. If you know 95 percent of the words not only will you understand the text but you have a good chance of learning the other 5 percent. If you know fewer the 90 percent, then you're probably stuffed. This leads inexorably to the Matthew Effect: the greater your vocabulary the easier you'll find it to read and the more vocabulary you'll acquire. After the age of 5, we acquire most new vocabulary through reading. But if we don't read, we don't acquire it.

Obviously the best way to build vocabulary is to read, but apparently we only learn about 15% of the vocabulary we encounter in written texts so we need to read a lot to make sure we encounter words on multiple occasions before they'll become pert of our working vocabularies. According to one source, if you read for twenty minutes a day you'll encounter an estimated 1,800,000 words over the course of a year whereas reading for only one minute a day will result in only 8,000 words. Now I'm not sure of the source or of the maths but if it's only slightly true then this suggests something important. Is twenty minutes a day doable? Is this something schools can effectively mandate? I have no idea how feasible it might be to get all children reading for twenty minutes a day, but it certainly seems a worthy and relatively achievable goal.

And while we're trying, it might also be worth putting a vocabulary building programme in place. Many schools have a word of the week or word of the day in operation, but how do they choose what words to focus on?

Vocabulary can be usefully divided into 3 tiers:

Tier 1 - high frequency in spoken language (table, slowly, write, horrible)

Tier 2 - high frequency in written texts (gregarious, beneficial, required, maintain)

Tier 3 - subject specific, academic language (osmosis, trigonometry, onomatopoeia)

We don't need to worry about tier 1 - pupils usually arrive knowing the basics and if not they will quickly pick them up in conversation with their peers. And we're pretty good at recognising pupils won't know Tier 3 words - these are our subject-specific key words. But Tier 2 vocabulary presents a problem - because we read these will be words that are so familiar to us that we don't notice pupils won't know them. But these are usually words that pupils will already have a conceptual understand of, even though they're unfamiliar with the vocabulary.

Consider this text:

Johnny Harrington was a kind master who treated his servants fairly. He was also a successful wool , and his business that he travel often. In his absence, his servants would to the fields and cattle and the upkeep of his mansion. They their duties happily, for they felt to have such a benevolent and trusting master.[2]

The words in red might well be unfamiliar to non-readers but they will certainly know the underlying concepts:

Merchant - shop keeper

Required - have to

Tend - look after

Maintain - keep going

Performed - did

Fortunate - lucky

Benevolent - kind

This makes Tier 2 words relatively straightforward to teach: all we have to do is provide a synonym. If you explain that benevolent means kind, few children will struggle to understand kindness as a concept.

In her fantastically useful book Bringing Words to Life, Isabelle Beck suggests there are 7,000 word families which are very high frequency in written texts and very low-frequency in speech. These are words that feature heavily in textbooks and exam papers. They are part of the language of academic success; if you're familiar with the likelihood that you will be academically successful is so much greater.

Obviously as a classroom teacher, you can't teach all this as you wouldn't have time to do much else, but giving pupils access to challenging texts will expose them to much more Tier 2 vocabulary than they will encounter in dumbed down, 'student friendly' texts.

But just giving pupils challenging texts isn't enough. If we want to make sure pupils learn this vocabulary we should concentrate on the 'golden triangle' of recognition, pronunciation and definition.

Recognition - how is the word spelt? The ability to use phonics to decode new vocabulary and then to be able to reproduce the spelling makes a dig difference.

Pronunciation - how is the word said? Making pupils say it aloud and use it in a sentence increases the likelihood they'll remember it.

Definition - what does the word mean? It might sound obvious, but if you know the meaning of a word, you're much more likely to remember it.

If we were to design a vocabulary building programme that concentrated on the words with the most instructional potential and highest utility then we might make a real start in closing the language gap between word-rich and word-poor children. And because we're focussing on building vocabulary, it makes sense to teach pupils prefixes, suffixes and roots to help them puzzle out the meaning of new vocabulary more easily. If you know bene means good or well, you have a chance of working out beneficial, benefit, benevolent etc.

Would it be possible for schools to use tutor time to introduce powerful Tier 2 vocabulary, focussing on the pronunciation, recognition and definition of words and then ask staff to encourage and reward pupils for using the word of the day in lessons? It strikes me this might be a lot more useful than a lot of what goes on in the name of literacy and would require little in the way of preparation and execution.

If you're interested, this might be a good place to start when selecting words we want pupils to learn:

Do get in touch if you'd like to find out more.

[1] ED Hirsch Jr Reading Comprehension Requires Knowledge-of Words and the World

[2] Isabel Beck, Margaret McKeown, and Linda Kucan, Choosing Words to Teach

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Closing the language gap: Building vocabulary

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But words are things, and a small drop of ink, falling like dew, upon a thought, produces that which makes thousands, perhaps millions, think. Lord Byron Like most teachers, as soon as pupils are s...

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Sentence Samurai is a comprehensive sentence modelling tool for the whole school. Learn how to elaborate sentences by focusing on words and phrases that can be changed or enhanced! Become a sentence Grand Master with Sentence Samurai!

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Semantic gradients are a way to broaden and deepen students’ understanding of related words. Students consider a continuum of words by order of degree. Semantic gradients often begin with antonyms, or opposites, at each end of the continuum. This strategy helps students distinguish between shades of…

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KS2-3
This is an informative resource composed of a set of flashcards and worksheets that enhance comprehension and encourage independent learning through a variety of exercises.

It benefits from a set of flashcards, on PowerPoint, which introduce the key vocabulary, and five worksheets which include different activities like a Venn diagram, cloze procedure, graphic organisers, true and false, and substitution tables.

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Accessing your account Please complete your details below to access the resources. Create a new account EAL Programme ESOL Programme Criminal Justice Programme Sign up Language for ResultsInternational Sign up Key features of creating an account Unlimited access By registering you can access hundreds of relevant resources and tools, including those previously hosted on EAL ...

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Information for practitioners about Bookstart dual language books | BookTrust

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Information for practitioners about Bookstart dual language books

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A masterplan for vocabulary teaching in the English curriculum

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A masterplan for vocabulary teaching in the English curriculum

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KS2 - 3
A set of tasks looking at states of matter and the particle model aimed at those in the early stages of learning English.

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Parental guidance flyers on 'Helping Children Learn' and 'About the English Education System' are now available in 22 languages including Ukrainian.

Parental guidance in Ukrainian

Please complete your details below to access the resources.

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Accessing your account Please complete your details below to access the resources. Create a new account EAL Programme ESOL Programme Criminal Justice Programme Sign up Language for ResultsInternational Sign up Key features of creating an account Unlimited access By registering you can access hundreds of relevant resources and tools, including those previously hosted on EAL ...

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The Word of the Day is a completely free vocabulary resource that provides schools, teachers, parents and pupils with the content they require to teach and learn new vocabulary and enhance writing and reading outcomes. Use the search function to search for specific words, request a word, or download our weekly teaching packs.

Each week, ten words in total are provided. Five Grasshopper / tier 1 words and five Shinobi / tier 2 or high frequency authorial vocabulary.

Download the free, 30 page 'Vocabulary Ninja Approach' to embedding classroom vocabulary guide!

Use the Word of the Day Search Tool to search for the exact words that you want to teach! It's simple, just follow the steps below:

Step 1 - Type in the word you are looking for in the search box.

Step 2 - Click the 'Search the Full Word of the Day Gallery' button.

If your word appears, just right click to download the image. If not, use the 'Request a WOD' form below, we will create it and send it to you.

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Word of the Day The Word of the Day is a completely free vocabulary resource that provides schools, teachers, parents and pupils with the content they requi ...

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Resources to purchase.

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A list of recommended books for Diverse & Inclusive Children's Books

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Discover our recommended booklist - Diverse & Inclusive Children's Books - with recommended books and quality texts for primary ages and topics.

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Vocabulary development is vital for those using English as an additional language. Sheila Hopkins considers how teachers can identify key vocabulary during lesson planning and outlines strategies for teaching these key words to EAL learners

"The limits of my language are the limits of my mind. All I know is what I have words for."
Ludwig Wittgenstein

As proficiency in English is "central to understanding achievement" (Strand & Hessel, 2018), vocabulary development becomes a good candidate on which to focus instruction.

When we think of it, language pervades everything we do in education; making vocabulary development a critical component of learning for all pupils, but especially for those using English as an additional language (EAL).

Indeed, learners using EAL look to us for the informed lexical guidance that will allow them to comprehend lesson content, pass exams and make meaningful contributions to all aspects of school life; both social and academic. As such, educators across subject areas, phases and stages cannot afford to leave vocabulary instruction to chance.

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Vocabulary development for English as an additional language students EAL lessons teaching schools

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Vocabulary development is vital for those using English as an additional language. Sheila Hopkins considers how teachers can identify key vocabulary during lesson planning and outlines strategies for teaching these key words to EAL learners

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Word Maps | Classroom Strategy | Reading RocketsWord 

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Links to Templates
Microsoft Word - pdfs 2 (readingrockets.org)
WordMap.qxp (readingrockets.org)

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Baumann, J. F., & Kameenui, E. J. (1991). Research on vocabulary instruction: Ode to Voltaire. In J. Flood, J. D. Lapp, & J. R. Squire (Eds.), Handbook of research on teaching the English Language Arts (pp. 604-632). New York: Macmillan.

Colorín Colorado. (2007). Using Science to Develop ELLs Language Skills .

Jones, R. (2007). Strategies for Reading Comprehension: Vocabulary Word Maps .

Jones, R.C., & Thomas, T.G. (2006). Leave No Discipline Behind. The Reading Teacher, 60(1), 58-64.

Schwartz, R. M., & Raphael, T. E. (1985). Concept of definition: A key to improving students' vocabulary. The Reading Teacher, 39, 198-205

Texas Education Agency. (2002). Teaching Word Meanings as Concepts .

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A word map is a visual organizer that promotes vocabulary development. Using a graphic organizer, students think about terms or concepts in several ways. Most word map organizers engage students in developing a definition, synonyms, antonyms, and a picture for a given vocabulary word or concept.

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KS2

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Teaching vocabulary is complex. What words are important for a child to know and in what context? In this excerpt from Bringing Words to Life: Robust Vocabulary Instruction, the authors consider what principles might be used for selecting which words to explicitly teach.

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A MiddleWeb Blog

One might say that vocabulary is the currency of the classroom. And wouldn't you agree that we want our kids to be RICH with vocabulary?

If kids don't know lots of words, if they don't understand the words, and if they can't use the words, then those words are of no value to them.

Instead, they are deprived. Undernourished. The words we use with students must be accessible, valuable, and usable. Think of them as nutrients, vital to their learning muscles.

So how do we create classrooms that build and strengthen students' vocabulary? Classrooms where student vocabulary is thriving?

One of best techniques I've come across in my years in education is the interactive word wall. You might recall the traditional type of word wall. You know, the teacher-created, alphabetic, random word wall. That is not what I'm referring to here.

The interactive word wall is very different. Here's why.

Interactive word walls across the curriculum

I was first formally introduced to interactive word walls by Dr. Julie Jackson, an Associate Professor of Science Education at Texas State University, who has done research and implemented interactive word walls in many Texas schools.

Her discoveries about interactive word walls have been published in multiple journals. And she is amazing! Her work is primarily with science studies; however, her word-wall strategies can be applied in any content area.

An interactive word wall is basically a large graphic organizer displaying critical vocabulary on the wall. It is thematic or unit-based and includes pictures or graphics related to the words. The benefits of an interactive word wall are outstanding for all students, not just language learners!

Picturing words to boost retention

Since the interactive word wall is structured in the form of a graphic organizer, students are able to grasp and organize information easily. Words become related to one another and connections are built.

In a typical static word wall, the only organization is that the wall is in alphabetical order. Under each letter the teacher places random words that start with that particular letter. For example, under the letter A, words like airplane, ambulance, art, angel, always, anytime, etc. could be listed. These words have no relationship to one another. And only students who can already read the words truly have access to them.

An interactive word wall includes visuals, graphics, or realia (real objects) with each word. Students are able to connect words with their meanings very quickly. For language learners, the benefits are obvious! If the interactive word wall is about Energy and one the words on it is light bulb, a visual is the quickest way to demonstrate the meaning. Instantly a language learner identifies what that word means and sees the word daily inside the classroom environment.

Students do the work!

It has often been said that "those who do the work, do the learning." Absolutely! That's another reason why the interactive word wall benefits all students. Students are the ones doing the work.

The teacher creates the overall outline of the graphic organizer and the headings. Then while the teaching, learning, reading and exploring happen, students interact with the wall. They write the words that go in the categories and they add pictures for the words. If needed, the teacher is there to guide them.

Kids get so excited about seeing these walls come alive and grow as their own knowledge grows! I've seen kids bring words and pictures from home and put them on the wall. Essentially, they've given themselves homework, but it's self-motivated!

During the process, the teacher can model how to use the word wall for listening, speaking, reading and writing. Here's how:

T: reads the title Forms of Energy. "I can say this in a complete sentence. Listen and then repeat after me. There are many forms of energy."
S: "There are many forms of energy." T: "Look at the headings. Heat, sound, and light. I can say this in a sentence too. Listen and repeat. Heat, sound and light are three forms of energy." T: "Now look under the heat column. Pick an example. Use this sentence frame to talk with your partner about heat energy. I claim that ______is a form of heat energy because...." (Sentence frame was posted on the wall for students to refer to as they spoke.)

Setting the stage for writing
S: Use the sentence frame to talk with their partner.

The interactive word wall provides students with the academic vocabulary that we want them to use when they are speaking and writing about the topic. The sentence frames provide the language structure.

When we put this vocabulary in their mouths before they write, they are more capable of developing higher quality writing. Imagine what the writing will look like if they have a chance to talk first and have the wall to refer to during writing.

When the wall is pretty much complete, we can teach students to use it to form a piece of writing. Just like we taught them to talk using complete sentence with each piece of the wall, now we model how to write that way.

Some students will need more scaffolding than others. Language learners at various levels will have different needs. Some will benefit from example writing pieces or mentor texts. Others will need paragraph frames to help with language structures and propel their writing.

Another technique to support writers is to chunk the writing. Start with modeling how to write the introduction. Then let them try. Always refer back to the interactive word wall. This is their word bank.

A method to include all students

This type of word wall is accessible to all students. That's the beauty of it. It's not just good for some of the kids. It's not just valuable and readable to the kids who can already read in English or who are reading on grade level. Every student can access it because of the visuals, graphics, and realia.

Teachers ask what to do with the interactive word wall once the unit is over. I've come across many options, and you just have to figure out what works best for you. Some teachers layer their interactive word walls over one another. Some hang theirs on clothing hangers and on a rack, so students can access them if needed. Others take a picture of their wall and keep an album of all the interactive word walls in one spot for students to look at if needed.

As middle grade teachers we have to remember that word walls are not just for primary grades. In fact, as the vocabulary gets more difficult, word walls should become more sophisticated and used in every classroom all the way up to twelfth grade.

Adapting to messy, student-created walls

Interactive word walls are messy. But learning is messy too. They are student created. So don't expect them to be cookie cutter and perfect. They won't look like you spent all night preparing them. We have to get over that. Trust me, I used to be that teacher who prepared the entire word wall for the class. I did all the work. I did all the writing, cutting, and putting the words up. I learned a lot. I also learned that the kids needed to be doing the work.

Now, you may be that teacher who is saying to yourself, "But I love my traditional word wall. I've done it for years and I think it works for my kids." I know. Change is difficult. I used to think the same thing about my beautiful word wall UNTIL I witnessed the power of the interactive word wall.

Realizing that my traditional word wall was not emphasizing and connecting the vocabulary from the state standards that my students really needed was a big eye opener too. My students needed higher levels of academic vocabulary in order to make adequate progress in reading and writing. The old word wall just wasn't cutting it.

Our classroom walls are massively valuable to us. We know that what we put on them needs to be important. Being selective is key. Interactive word walls definitely give you the biggest bang for your buck!
Resources I recommend for learning more about interactive word walls: Step by Step video on How to Create an Interactive Word Wall The Science Toolkit The Science Toolkit Facebook Page Interactive Word Walls The Best Ideas on How to Use Classroom Walls by Larry Ferlazzo Image credit: The photos above are from 6th Grade classrooms. Used with permission from Dr. Julie Jackson.

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Engage Kids in Vocabulary: Use Interactive Word Walls

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Valentina Gonzalez recommends interactive word walls in all subjects, creating classrooms where vocabulary learning is robust for ELLs and everyone else.

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Grasshopper Word of the Day | Vocabulary Ninja

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Dual language books are a powerful way to help children's language development.

As they read the story in two languages, it encourages them to see similarities and differences between words and syntax across the languages, and can help build their vocabulary in both. For children who speak only one language, dual language books can introduce them to a range of languages they may not have come across before.

At home: In the home environment, these books help parents read with children in their home language, boosting.confidence in storytelling, and embedding reading as an enjoyable family activity.

Dual language books can also help both parents and children feel included and represented in stories.

In school: In the classroom or school library, access to dual language books helps multilingual pupils feel that their home language is valued. These books can also open up class discussion about other cultures and languages.

Our dual language booklist

On this page you can access an introductory list of titles for children aged two to ten, featuring Arabic, Slovakian, Polish and Chinese. This list aims to help you and your children jump in to the world of dual language books that can contribute to diversifying your book stock, and teaching your class about other cultures. Download a copy from the available files section of this page.

You can discover many more dual language books through your local library or via your schools library service.

Storytelling Month

We're celebrating a whole month of storytelling and multilingualism through our Connecting Stories project. Beginning in National Storytelling Week (30 January to 6 February) and running through to International Mother Language Day (21 February), we have activities and resources to celebrate the richness of different stories, experiences and cultures. These include scrapbooks for children to complete, exploring their own identities and creative ideas. Visit our Storytelling Month page to learn more.

Research on multilingual reading

Read our research on Multilingual young people's reading which found that a higher percentage of multilingual children reported enjoying reading than their monolingual peers, but also that 40% of these young people would like their multilingual skills to be more recognised in their school

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Dual language booklist | National Literacy Trust

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Dual language books are a powerful way to help children's language development. As they read the story in two languages, it encourages them to see similarities and differences between words and syntax across the languages, and can help build their vocabulary in both.

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A Manchester indie bookseller bringing diverse and inclusive books for children and young adults into homes and schools across the UK

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What is building vocabulary?

Vocabulary (the knowledge of words and word meanings) is one of the key building blocks in learning a new language. The more words a learner knows the more they will be able to understand what they hear and read and the better they will become at communicating in speech or writing. The larger a learner's vocabulary becomes, the easier it will be to connect a new word with words they already know. A large vocabulary raises achievement and confidence and supports independent learning.

Examples of activities

EAL learners of all ages and at all stages of English language proficiency need additional support to increase their vocabulary and to learn the meanings of words and phrases in different curriculum contexts. This is important as words can have totally different meanings in different subjects. For example, compare the usage of the word 'volume' in music (turn up the volume), science (measure the volume of) and English (published in three volumes).
1. Introducing vocabulary in advance:
It can be a useful strategy to introduce key words and phrases before starting a new topic. This can be done via a list with visuals on an Interactive White Board (IWB), displayed on a poster, word wall or word mat, or a handout given out at the end of the previous lesson for homework. EAL learners will need time to read the words and phrases, look up any that are unfamiliar in a bilingual dictionary or ask someone to help translate them. They can then refer to their list during the lesson. Many of the resources on this website contain lists of key words and phrases for the topic, for example Tudor Word Mat.
2. Repetitive games:
Games are particularly useful where a structure or phrase is repeated rather than just a word. For example: I went to market and I bought... where each player needs to remember all the previous items and add one of their own. This can be used across the curriculum: I am a scientist and I use a Bunsen Burner. I am a scientist and I use a Bunsen burner and a pipette.
3. Adapted games:
Well known games can be adapted to involve EAL learners being expected to produce a phrase or sentence, for example:

Snap (using flashcards with a word and picture on) can be adapted so that before a player can win the pile of cards they have to say a sentence containing the word, the word's opposite (using the structure: The opposite of _____ is ________), or a synonym (using the structure: Another word for ________ is _________)

Bingo (using flashcards with a word and picture on). Learners work in teams and the winning team has to make sentences that include all the words (see Food Bingo)

Matching games (matching pictures to words or words to phrases), where in order to win the pair the learner needs to say a sentence including the word

4. Bilingual glossaries:
EAL learners who are literate in their first language can be given their own word book where they can write down all their new vocabulary arranged either alphabetically or by subject. This could include space to include words from their first language, synonyms and antonyms, pictures and the word used in a sentence. The learner should be encouraged to write the definition in their first language, rather than just the word. If a teacher is introducing vocabulary that is likely to be new to all members of the class, such as subject specific or technical vocabulary, then the EAL learner is also unlikely to know the word, or understand the concept, in their first language, so a translation of the explanation is more useful than a translation of the word or phrase.
5. Word or phrase of the week:
Learners commit to using the word or phrase as often of possible during the week and report back the following week. This can be integrated into the school's reward system, e.g. house points or merits earned for correct use of the word in writing or orally in class. This is a useful way of increasing all learners' ability to understand and use the more advanced academic language needed for success in external exams, further and higher education. A useful resource for selecting appropriate words of the week is the Academic Word List.

How building vocabulary works

It is important to think about the most appropriate ways to build a learner's vocabulary. Learning lists of words out of context is of limited use. It is better to:

Teach words in context and provide learners with opportunities for purposeful communication

Introduce key phrases and structures as they are generally more useful than key words, easier for a learner to internalise and be able to reproduce

Teach vocabulary which is important for the topic that is being taught - rather than trying to introduce words or phrases that might seem easier. If an EAL learner is New to English it is just as easy for them to learn 'central business district (CBD)' as 'city centre', and in the context of a geography lesson CBD would be a more useful term.

Top tip: Repetition is key to building vocabulary. Decide on a limited number of really crucial words or phrases for each topic and set up learning activities that will involve EAL learners in repeatedly using these words and phrases in speech and writing.

Why is building vocabulary a Great Idea for EAL learners?

Research suggests that building vocabulary is important for exam success. According to Stanovich (1993), EAL learners on average have smaller English vocabularies than their peers, and Burgoyen et al (2009) found that much of the academic vocabulary and syntax needed for success in GCSEs and A-levels is not normally encountered in speech or in, for example, teen fiction, so exposure to academic language is crucial for increasing the breadth of learners' vocabulary (see also Nagy and Townsend 2012).

Researchers such as Halliday (1975, 1993), Cummins (2008), and Thomas and Collier (2002) that have been influential in the development of EAL good practice have highlighted the difference between conversational fluency and the academic language that takes longer to develop.

There is also a body of research that suggests that vocabulary knowledge underpins reading comprehension, e.g. Joseph and Nation 2018, Oakhill and Cain 2012. This means that EAL learners, including those who are at the Fluent proficiency level, need support to build their English vocabulary to help them, for example, access original source material in history, or unseen poetry in English literature exams.

In order to build their English vocabulary, it is important that EAL learners have the opportunity to revisit target language regularly, as recommended by Alali and Schmitt (2012), to ensure that they understand it fully and are able to use it appropriately.

References

Alali, F., and Schmitt, N., Teaching formulaic sequences: the same or different from teaching single words? TESOL Journal 3, 2: 153-180.

Burgoyen, K., Whiteley, H.E., and Hutchinson, J.M., (2009). The comprehension skills of children learning English as an additional language. British Journal of Educational Psychology 81(2). 344-354.

Cummins, J., 2008, BICS and CALP: Empirical and Theoretical Status of the Distinction. In N. H. Hornberger (Ed.) Encyclopaedia of Language and Education, Boston, MA, Springer US, pp 487-499.

Halliday, M. 1975, Learning How to Mean: Explorations in the Development of Language, London: Arnold.

Halliday, M. 1993, Towards a Language-Based Theory of Learning, Linguistics and Education 5: 93-116

Joseph, H. and Nation, K., 2018, Examining incidental word learning during reading in children: the role of context, Journal of Experimental Child Psychology, 166, 190-211.

Nagy, W.E., and Townsend, D., 2012, Words as tools: Learning academic vocabulary as language acquisition, Reading Research Quarterly, 47 (1): 91-108.

Oakhill, J. V.  and Cain, K. (2012) The precursors of reading ability in young readers: evidence from a four-year longitudinal study. Scientific Studies of Reading 16 (2), 91-121.

Stanovich, K.E. (1993), Does reading make you smarter? Literacy and the development of verbal intelligence, Advances in child development and behaviour, 24, 133-180.

Thomas, W. and Collier, V., 2002, A National Study of School Effectiveness for Language Minority Students' Long-term Academic Achievement, Santa Cruz, CA, University of California.

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Building Vocabulary - The Bell Foundation

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Great Idea: Building Vocabulary Play What is building vocabulary? Vocabulary (the knowledge of words and word meanings) is one of the key building blocks in learning a new language. The more words a learner knows the more they will be able to understand what they hear and read and the better they will become at ...

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This resource contains two loop games at different levels.

One is for EAL learners who are New to English or at Early Acquisition stage to introduce or reinforce the names of a range of animals. The second is a more challenging game where learners who are Developing Confidence can recognise animals from their descriptions. There are clues provided, consisting of shorter more accessible descriptions, so those who need more support can join in with the rest of the class.

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Parental guidance flyers on 'Helping Children Learn' and 'About the English Education System' are now available in 22 languages including Ukrainian.

Parental guidance in Ukrainian

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Accessing your account Please complete your details below to access the resources. Create a new account EAL Programme ESOL Programme Criminal Justice Programme Sign up Language for ResultsInternational Sign up Key features of creating an account Unlimited access By registering you can access hundreds of relevant resources and tools, including those previously hosted on EAL ...

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A table for secondary EAL students to record key vocabulary in different subjects.

Key vocabulary can be provided by subject teachers (if new to english) or by  the students themselves when they start a new topic.

The table can be adaped for any language, but here are a few templates.

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Here are a couple of audio files with the Hello and Goodbye songs that are used in Teddy Talk session.

Use any song, but it's important to include names and ask how they are:
Hello Song
Hello, hello, how are you? Piotr, Piotr

Hello, hello, how are you? How are you today?

(Wait for a response, thumbs "I'm good" or thumbs down "I'm not good")

Goodbye Song (to the tune of Here We Go Round the Mulberry Bush)

Now it's time to say goodbye, say goodbye, say goodbye

Now it's time to say goodbye, goodbye Piotr (or you could use the name of the objects going back into the bag)
Kodaly Hello Song
These songs have been slightly adapted from the songs used in Kodaly sessions. If you slap your knees and then clap your hands to the beat this is good for rhythm development too.

http://ealhighland.org.uk/wp-content/uploads/Hello-song.mp3
Kodaly Goodbye song
http://ealhighland.org.uk/wp-content/uploads/goodbye-song.mp3

# data[].attributes.attachment_link.description
Here are a couple of audio files with the Hello and Goodbye songs that are used in Teddy Talk session. Use any song, but it's important to include names and ask how they are: Hello Song Hello, hello, how are you? Piotr, Piotr Hello, hello, how are you? How are you today?

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KS2
This resource includes two sets of flashcards; one set for matching pairs and one set for definition pairs. It is suitable for learners who are either new to English, at the early acquisition or developing their confidence stage of English language proficiency. Membership is FREE!

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Accessing your account Please complete your details below to access the resources. Create a new account EAL Programme ESOL Programme Criminal Justice Programme Sign up Language for ResultsInternational Sign up Key features of creating an account Unlimited access By registering you can access hundreds of relevant resources and tools, including those previously hosted on EAL ...

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Integrated Vocabulary Instruction in the Classroom

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Integrated Vocabulary Instruction in the Classroom

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Vocabulary Ninja Word of the Day Display

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Vocabulary Ninja Word of the Day Display

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Vocabulary Ninja (Word of the Day and Display) | Teaching Resources

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A word of the day lesson template and full display based on the amazing book Vocabulary Ninja.

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Shinobi Word of the Day | Vocabulary Ninja

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There are lots of curriculum related dual language word mats on Twinkl.

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Instant access to inspirational lesson plans, schemes of work, assessment, interactive activities, resource packs, PowerPoints, teaching ideas at Twinkl!