•Create paragraph headings/summaries from a longer text

•Suggest introductory questions for a topic to warm students up

•Suggest key words for a topic to set as pre-learning

•Suggest definitions for key words (provide your list)

•Read a word doc aloud (English)

2. Immersive reader 

•Translate words/whole text

•Read aloud (in English/translation - though read-aloud is not available for less common languages)

•Readability - Change text colour / size etc, change background

3. Microsoft Translate (available as an app, in Word/PPT and can also be used online)
•Word/PPT: Highlight text then select 'review', 'translate'

•Online – group conversations

•App:

-Type and translate

-Voice translate and read aloud

-Split screen conversations (2 languages run parallel)

-Group conversations (you – student)

-Text translation (via camera)

•Include space for home language translation, definitions, and visuals where possible 

•Consider differentiated homework for EAL learners: pre-learning vocabulary (from the paper list or using a quizzing website e.g. Quizlet) 

•Use language carefully in the classroom, make these words explicit 

•Teach / practise / retrieve: Multiple exposures and use are important to develop fluency – anywhere between 5 and 20 encounters with a word. (Nation, 2001:81) 

•Use the same resource to scaffold both speaking and writing

•Starting with speaking allows students to rehearse responses and build confidence

•These resources lend themselves very well to use alongside our oracy strategies:

-Think, pair, share

-Talk to your partner

-Choral response