What is your biggest challenge in teaching EAL learners?

What strategies have worked well for you?

Instructions for Breakout Groups:

1. Read your assigned case study.

2. Discuss the key challenges faced by the student.

3. Identify strategies that could support the student’s learning and well-being.

4. Summarize your findings in the chat or on Padlet.

5. Share back in the main session.

Case Study 1: Ahmed – The Silent Beginner

Background: Ahmed (14) moved from Syria six months ago. He understands basic English but rarely speaks in class. His written work consists of short, copied phrases. He avoids group discussions and has difficulty understanding subject-specific vocabulary.

Discussion Questions:

• Why might Ahmed be hesitant to speak?

• How can teachers build his confidence in speaking and writing?

• What scaffolding techniques could help his comprehension?

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Case Study 2: Li – Strong Social Skills, Struggling with Academics

Background: Li (15) from China is very social, speaks English fluently with friends, and participates in class discussions. However, she struggles with writing essays and understanding complex texts in History and Science. Her teacher worries she might not be accessing academic language (CALP).

Discussion Questions:

• Why might Li’s conversational English be stronger than her academic English?

• What strategies could support her reading and writing skills?

• How can assessments be adapted for her?

  
  

Case Study 3: Pedro – The Overwhelmed Newcomer

Background: Pedro (13) recently arrived from Brazil with no prior English exposure. He is overwhelmed in class, often off-task, and relies on Google Translate for communication. He has strong math skills but cannot follow instructions in English.

Discussion Questions:

• How can teachers support Pedro’s early language development?

• What strategies can be used to engage him in subjects despite the language barrier?

• How should teachers differentiate their approach for him?

  
  

Case Study 4: Fatima – Strong Home Language, Limited English Support

Background: Fatima (16) speaks fluent Arabic at home but struggles in English at school. Her parents cannot assist her with homework due to language barriers. She is hardworking but frustrated when she cannot express her ideas clearly in essays.

Discussion Questions:

• What challenges might Fatima face at home and in school?

• How can teachers support her independent learning?

• What resources could be recommended for at-home practice?

  
  

Case Study 5: Luca – The Disengaged EAL Learner

Background: Luca (14) from Italy understands spoken English but refuses to engage in classwork. He does not complete assignments, often claims he "doesn’t care," and does not want extra help. Teachers suspect he is frustrated due to a lack of understanding.

Discussion Questions:

• What could be causing Luca’s disengagement?

• How can teachers rebuild his motivation and confidence?

• What differentiated strategies might work for him?

  
  

Case Study 6: Maria – High-Performing EAL Learner Facing Exam Anxiety

Background: Maria (17) from Poland is excelling in class but struggles under timed exam conditions. She panics when writing extended answers and finds it difficult to understand complex phrasing in exam questions.

Discussion Questions:

• What might be the cause of Maria’s exam struggles?

• How can teachers prepare her for assessments?

• What accommodations could be made?

  
  

Case Study 7: Samira – EAL Student with Special Educational Needs (SEN)

Background: Samira (13) from Afghanistan has limited literacy skills in both her home language and English due to interrupted schooling. She is also suspected to have mild dyslexia, making it difficult for her to process written instructions.

Discussion Questions:

• How do language barriers and learning difficulties interact?

• How can teachers differentiate for Samira?

• What assistive technologies could be used?

  
  

Case Study 8: Noah – Fluent Speaker with Cultural Identity Conflict

Background: Noah (16) is from a Nigerian family but was born in Ireland. He speaks fluent English but feels pressure to hide his home culture. He refuses to speak Yoruba at home and dislikes when teachers bring up cultural topics.

Discussion Questions:

• How might Noah’s cultural identity affect his learning?

• What role does cultural representation play in EAL education?

• How can schools foster an inclusive environment?

  
  

Case Study 9: Elena – Interrupted Education & Refugee Background

Background: Elena (15) arrived from Ukraine with her younger siblings after fleeing war. She missed two years of schooling, has gaps in knowledge, and struggles with concentration due to trauma.

Discussion Questions:

• How might trauma impact EAL students?

• How can teachers differentiate instruction for her?

• What pastoral support might be needed?

  
  

Case Study 10: Hamid – Confident Speaker with Grammar Struggles

Background: Hamid (17) speaks English fluently but struggles with academic writing. His essays have grammar issues, limited vocabulary, and frequent code-switching into his home language (Urdu).

Discussion Questions:

• Why might Hamid struggle with writing despite strong speaking skills?

• How can teachers scaffold academic writing for him?

• What explicit grammar instruction might help?

Final Reflection Activity

• Each group shares their top three strategies in the chat.