2.Modelling & Repetition

3.Visual & Kinesthetic Support

4.Peer Interaction

5.Encouraging Home Language (L1)

•Routine language from each team member

•Carpet positioning

•Parent engagement

•How is this modelled and implemented?

•How does it progress throughout the term/year?

•How do you ensure consistency across a class and YG?

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Strategies:​

• Wait time (allow 5+ seconds for responses).​

• Small-group settings before whole-class sharing.​

• Actively encourage conversations in both languages.​

• Play word games (e.g., "I Spy").​

  
  

Line up

Go outsdie

recording button,

show and tell

Children to speak behind the person in the chair and they are to guess who is talking.

Daily routine language - toilet, lunch, snack

Using songs, chants, nursery rhymes

PSED/WB & I - finding out children’s interests, building relationships

Body language/makaton/consistent actions

Narrate your day, talk about what you’re doing.

Parent teacher partnership - workshop, casual chats

Child speaks Chinese, respond in English, vice versa.

Some children can dive into more complex ideas whilst others need to build their vocabulary.

Visible and audible language (writing, labels, books, soundbuttons)

Plenty of singing and rhymes

2. Teacher modelling (using full sentences in both languages, slightly different for scaffolding)

   Peer modelling (think-pair-share, and matching different abilities)

   Repitition (project words throughout the week for language acquisition)

   Extending language with synonyms and adjectives

   Extending language with connetives (practice in partners)

   Creating a culture that takes away fear of failure by plenty of modelling and roleplay

3. Green and red words that are applicable

   Project words

   Sound buttons

   Widgets and visual pictures

   Joining in with stories

   Stand up vocab for role-playing

   Blindboxes to encourage children to use their expressive language instead of visually identifying objects

4. Think-pair-share

   Partner talk

   Roleplaying

   Learning how to feedback and give responses

   Learning how to listen and then I get a partner's talk and give feedback

   Collaborative work and teamwork

   Taking on roles

5. Traditional tales

   Identifying learners who need support for home language too - then partnering up between low and high to work together and learn more.

   Characters to prominent at the end of the year (EY3)

   Encouraging children to teach English teachers words, rhymes, and songs

Key vocabulary for bilingual and maths are agreed in planning meeting and used consistently.

Encourage parents to do English challenge to speak at home and read with children.

Talk partners - change every 2-4 weeks and matching based on personalities and ability

-Obstacle course with target language in an action game "I can..."

-Celebration show and tell

-imagine you are in the jungle, who are you? Students have to express themselves and use actions to show what they are

-bringing items from home that they are passionate about, asking and answering questions from peers and teachers

-Using ipads to record moments of speaking/singing. Display in the home corner

-Magic box/magic bag guessing games

-Who took the cookie from the cookie jar?

-Action game linked with a sound, go in a circle, everyone repeat

-Not translating directly in circle time

-Small group interventions/activities for some more why children to express themselves

-Talking partners- asking them to share what their partner said

Value volunteer - one child per week to stand up and speak in front of class to share how their peers achieved the values in the class.

Giving ownership for the learners to identify and "shout out" when peers show good values.

Using morning routine for learners to mimic and join in with verbal routines (counting, absences, timetable etc).

During lunch time, talk about the food, healthy eating, link to home and lifestyle and encourage learners to use full sentences.

Language games like I-Spy where they have to listen to descriptions.

Using routine songs and chants for attention.

Think pair share, giving them plenty of time to think before having to speak.

Show and tell to link specifically to project

Explicit instruction and feedback.

Getting rid of the fear by doing it as a group before doing it individually.

Initially choosing more confident learners to model.

Language games to build conversation by linking words (Sarah Zhang can explain properly)

Icebreakers linked to PD that encourages connection and language (Ines)

Encouraging learners to take ownership and show active listening by stepping in as the little teacher during instruction or feedback phase of bilingual time.

Being silly and encouraging children to correct language when they're confident.

Tales toolkit

Changing stories- ending, middle etc. and mixing fairytales- combining characters. E.g what would happen if Cinderella met the troll?

Continuing stories- teacher starts and go around the circle with children adding a phrase or sentence

Debates e.g. would you rather live in a city or the countryside?

Photographer takes a photo of their learning then shares it with the class.

Reporter tells or shows something they’re proud of to the class.

Can link it to values, project or individual needs.