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As artefacts would be used, this would help Abel as he would be able to visualise what it was like for the people of 1939. Using flash cards (alongside the artefacts) with text in both English and Portuguese I feel would support Abel, for example, what the artefact is. The flash cards could provide Abel with some basic keywords relating to the artefact in his first language.

To scaffold the children's learning, and ensure Abel was able to understand what an evacuee was, a storyboard or video clip could be shown to the children, this could help them have a better understanding of what it was like to be an evacuee. This could also be done in the form of role play.

I would prepare a word bank for Abel so he was able to complete the tasks throughout the lesson. This would include keywords in both English and Portuguese to support him with recording information, when I was supporting an EAL child on placement, I found using a word bank very beneficial, in some cases I used images with text underneath.

AA and T in the room to support Abel and check he understood the tasks throughout and to give assistance if needed. In my placement, myself and the additional adults supported the EAL child in my class I noticed that they didn't often ask for help. I put time aside to support them sometimes during break times to catch up with their understandings. The other children were also very supportive with the child's understanding of English.

Abel would also be supported by his peers by sitting in mixed ability groups and engaging in TPS.

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Ways to help EAL children in the classroom part 2

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Ways to help EAL children in the classroom part 2

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It is a good idea to sit EAL children in the classroom next to children who demonstrate good English and can act as a role model for the child. Sitting the EAL learner facing forward directly towards you will also help as it allows the child to always see you easily. You can then exaggerate your gestures and facial expressions to try and portray what your teaching in a non verbal way.

It will also be beneficial, if the EAL child is new,  to buddy them up with a couple of children in the class. This will hopefully help the child settle in to the school and feel more comfortable.

It will also be beneficial to have a visual timetable in the classroom made up of pictures and words. If the teacher then refers to this throughout the day every day, then the  child will the hopefully start to associate the picture with the word, helping to develop their English.

If asking an EAL learner who speaks little English a question, it is important to allow them time to think about it before giving you an answer. It may be a good idea to introduce ‘thinking time’ to the whole class, so that the EAL child doesn’t feel singled out.

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Another important aspect of effective teaching of EAL is to pay attention to the links between language acquisition, cognitive and academic development. This is important for providing work that is sufficiently challenging for all learners at all levels.

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Parents and carers who are not literate in English may need reassuring that reading to their children in their first language is important and that it is very helpful to look at and talk about the pictures in school reading books with their children.

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Ways to help EAL children in the classroom 

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Ways to help EAL children in the classroom 

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Make the verbal curriculum more visual (see Visuals)

Make the abstract curriculum more concrete (see Graphic Organisers)

Develop interactive and collaborative teaching (see Collaborative Activities)

Identify the language demands of the curriculum (oral and written) and provide models (see Modelling)

Use drama and role play to demonstrate how language is used in real life with a focus on communication (see Drama and Role Play)

Provide opportunities for exploratory talk (see Collaborative Activities)

Ensure home languages are valued and used in school and at home (see Using Learners' First Language Ability)

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After scanning Halton councils website, I found this document on the visitation procedures that take place to ease EAL children and their families into school life!

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In regards to the planned history lesson, it’s especially important to take Abel into careful consideration. The points below, are how we think we could support Abel throughout this lesson:
1. Sit Abel so that he his facing the front. This way the teacher can use clear language and gestures to explain what they are asking the class to using body language that he will clearly be able to see.
2. Ensure Abel is sat in a group with a person of good and clear English who will also involve Abel in the conversation. This may encourage him to speak up and talk about the task on hand.
3. Include many visual aids. With the props that are laid out on the table, a label with both English and Portuguese saying what the item is called may help. This way, Abel knows what the item is called and can create a link between the English word and Portuguese word. This will also help in group discussion as he will understand what the children are talking about.
4. When the children are writing information on the report card, having 1 child work closely with Abel in the group will improve his writing skills. They can encourage him to write a sentence, with help from the child he is working closely with.