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Try and sit the EAL pupil with a well articulated child so they can help with understanding.
Use lots of visuals or video as this will support their learning of a topic they will potentially not heard of. This will also help the rest of the class.
During the timeline have events from their culture to relate to as this may help in understanding the timings of the events.
Need to be aware of the child's background when discussing the war and conflict as it could be that the Childs background is that of conflict. This may trigger memories and a part of PTSD.
When discussing evacuees and what they could take with them use artefacts and have physical resources of some of the objects that all children will recognise e.g teddy bear.
Depending on the country the child is from you could look at WW2 from that countries perspective as well as an extra. If the country was involved then it could be beneficial to see the impacts somewhere else.

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Be aware of EAL pupils interests and knowledge and use these interests and knowledge to help communicate other aspects of the curriculum. This will help them to understand the topics and feel more confident in the lessons.

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Display visual timetables as this will help EAL students follow the structure of a day in school.

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Having simple phrases in some pupils first languages displayed around the room so the rest of the class can learn them and ultimately make EAL students more comfortable at school.

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Have friend buddies for the EAL pupils. This can help them to get involved with games on the playground but to also interact with other pupils in the class. It can also be the bridge between them and the teacher as they will be able to talk and learn off of them.

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Having induction meeting with the pupil and parents so they all feel comfortable. When having the induction meeting , giving them a tour of the school can help them to feel more comfortable when starting.

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Placing word mats on the table so that your EAL can see the words/phrases that you commonly use in the classroom. The words/phrases can be in both english and their language. This can help them to feel comfortable as they will be able to ask for help but also understand what you as the teacher is saying.

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Have an afternoon or morning where you get to know your EAL students. Also you could do the register in their language so that they feel included.

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Having a map of the world on your classroom wall and placing children's names on the countries where they are from. Along with this you could have common phrases used from the country around the map, so other children in the class can learn to use them. This therefore allows children to feel included and feel that they are able to communicate with other children who are EAL.

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Have fun with the children by using some fun with idioms. Think about how often you use idioms: "Feeling blue?”; “Did it cost an arm and a leg?”; did you tell the students to “Break a leg” before a test?

EAL children might not be used to these and so it is important to get them to discuss with peers so that they do not feel left out and they can feel more acustom to our way of speaking. They might use a few themselves or introduce us to some from their language.

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Teach Multi-Modal - introducing different stimuli like pictures, videos, saying the words out loud as well as written down can really help EAL children, especially if they have SEND. Visuals can really help Dyslexics and ADHD children, maybe getting them to create flash cards to solidify understanding and help them communicate with other children in the class.

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Encourage Parents to continue speaking their first language at home. This teaches the child/children about Grammar and punctuation. This can be transferred into English when they feel more confident in their learning and environment.

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Be patient with them. It is a big adjustment for them as they might have just moved country and left all their friends and family behind. You do not know if they have suffered any trauma.

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Depending on the child's age and ability, give them a Polish into English Dictionary (language specific) this can help them to communicate and you can say the words/phrases back to them to help solidify their learning.

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Having introduction games when the child/children join the school. Passing a bean-bag around a circle saying "hello, my name is ....." in their home language. This reinforces stability within the class room and the English speaking children begin to know some the EAL's first language.

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Employing teachers and other staff who also speak other languages to help support pupils and parents and boost the welcoming ethos of the school.

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Creating a multi-cultural entrance way to show the welcoming and accepting ethos of the school towards all ethnic backgrounds. E.g having different fabrics and materials that are familiar to families from other countries or displaying the same welcoming message around the entrance way in many different languages.

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Rio de Janeiro, State of Rio de Janeiro, Brazil

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Rio de Janeiro, State of Rio de Janeiro, Brazil

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Rio de Janeiro, State of Rio de Janeiro, Brazil

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Open door policy for parents to create an inclusive and open environment

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Have some dual language reading books on the shelf so in free time pupils can read in their first language and English.

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Having international food evenings at school where parents, pupils and teachers get involved and bring in dishes from their home country. This allows all pupils to feel included but also valued.

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Duel Language Cards around the class room for things like 'toilet', 'cloak room', 'books' these can be assisted with photos for extra support for the EAL Children.