EAL in the Mainstream Classroom by Oide

Cummin's Iceberg Theory: BICS Vs CALP

jct2 — 2023-09-25 13:19:25 UTC

Seating arrangements

jct2 — 2023-09-25 13:20:55 UTC

Have each teacher sit the EAL learner near the front, where they can see the teacher’s face straight on.

This will ensure the learner can hear properly and pick up visual clues from facial expression.

Sit the learner next to supportive peers (ideally those with English as their first language) who have been briefed to include and support them and allow them to work together at certain points in the lesson. This will help EAL learners to develops BICS.

Creating Multilingual Keyword lists using Google Forms

jct2 — 2023-09-25 13:27:43 UTC

Language Mats to Support Teaching and Learning

jct2 — 2023-09-25 13:29:24 UTC

Remove the pressure to speak...

jct2 — 2023-09-25 13:30:50 UTC

Passive language skills develop before active skills.
Allow EAL learners to observe at first, accept nods, gestures, pointing and facial expressions.

Grade your Language

jct2 — 2023-09-25 13:31:20 UTC

Typical class instructions can be a barrier to learning for EAL learners.
Classroom Instructions often include complex grammar, unnecessarily difficult words and phrases, phrasal verbs and idioms an EAL learner must get through to find the actual instructions.
Use simple, short, concise and clear sentences omitting any unnecessarily difficult words and phrases.
This is is even more important to remember when giving instructions on Google Classroom or Microsoft Teams.

Supporting EAL students in our schools and classrooms: EAL students from Mount Sion CBS share their thoughts

jct2 — 2023-09-25 13:33:14 UTC

Information for Schools on Ukraine Education System

jct2 — 2023-09-25 13:42:43 UTC

Professor Jim Cummins talks about language and identity

jct2 — 2023-09-25 13:53:00 UTC

Department of Education - Supporting culturally and linguistically diverse learners

jct2 — 2023-09-25 13:59:13 UTC

Schools of Sanctuary Ireland

jct2 — 2023-09-25 14:00:15 UTC

Common European Framework of Reference (CEFR) Primary Resources from EANI.org.uk

jct2 — 2023-09-25 14:01:26 UTC

Common European Framework of Reference (CEFR) Primary Resources from the Education Authority (EA) of Northern Ireland

An Intercultural Look at our Schools - PPLI Post-Primary Toolkit for Diversity

jct2 — 2023-09-25 14:06:37 UTC

Diversity, Equality and Inclusion Charter and Guidelines for Early Childhood Care and Education

jct2 — 2023-09-25 14:12:21 UTC

Frayer Model for Key/Words/ New Vocabulary (option 2)

jct2 — 2023-09-25 14:20:46 UTC

Improving Word Choice

jct2 — 2023-09-25 14:21:12 UTC

Vocabulary Supports

jct2 — 2023-09-25 14:21:48 UTC

Emotion Colour Chart

jct2 — 2023-09-25 14:22:30 UTC

Post-Primary Record of Student Progress based on the Common European Framework of Reference (portrait)

jct2 — 2023-10-04 11:12:06 UTC

Suggested Teaching Strategies for EAL Learners

jct2 — 2023-11-08 12:04:34 UTC

Cross Curricular Benchmarks based on the Common European Framework of Reference

jct2 — 2023-11-08 12:05:32 UTC

EAL Quick Translate Sheet - (Update March 2025)

jct2 — 2023-11-20 12:40:18 UTC

Post-Primary Record of Student Progress based on the CEFR

jct2 — 2023-11-22 09:56:04 UTC

Frayer Model for Key Words/ New Vocabulary

2024-02-28 13:34:04 UTC

The Quality of Education for Children and Young People from Ukraine

jct2 — 2024-03-01 10:44:06 UTC

Meeting Additional Language Needs: Whole-school and Classroom Approaches for Inclusive Language Learning

jct2 — 2024-03-01 10:46:52 UTC

EAL in the Daylight

jct2 — 2024-03-13 12:35:00 UTC

PPLI Resource

jct2 — 2024-09-06 13:59:24 UTC

Welcoming School Environment

jct2 — 2024-09-06 13:59:56 UTC

AI for Schools Webinar (for planning)

jct2 — 2024-09-09 08:55:58 UTC

NCCA Assessment kit

jct2 — 2024-09-09 15:04:01 UTC

Supporting EAL Learners Across the Whole School in Post-primary Classrooms (25/26 Mainstream Classroom Teachers)

jct2 — 2024-11-27 10:32:34 UTC

EAL Webinar - Dec 2023

jct2 — 2024-11-27 10:34:29 UTC

Group work for Collaborative Learning

jct2 — 2024-11-27 10:35:29 UTC

Scoilnet - Cultural & Linguistic Supports

jct2 — 2024-11-27 10:37:15 UTC

Sentence Stems: For Structured Oral or Written Work

jct2 — 2024-11-27 10:45:23 UTC

Sketch Note Making and Dual Coding for EAL

jct2 — 2024-11-27 16:03:55 UTC

(Editable Word Doc)Post-Primary Record of Student Progress based on the CEFR

jct2 — 2025-03-06 11:15:56 UTC

(Editable Google Doc)Post-Primary Record of Student Progress based on the CEFR

jct2 — 2025-03-06 11:17:14 UTC

Staffing Arrangements in Voluntary Secondary Schools

jct2 — 2025-05-02 09:45:35 UTC

for the 2025/26 school year

Frequently Asked Questions

jct2 — 2025-05-07 08:45:07 UTC

EAL Supports for School Leaders

jct2 — 2025-05-07 08:52:38 UTC

EAL in the Language Support Classroom

jct2 — 2025-05-07 08:53:36 UTC

Digital Supports for EAL

jct2 — 2025-05-07 08:54:04 UTC

Learning Resources Archive- The Bell Foundation

jct2 — 2025-05-28 11:29:19 UTC

BBC Bitesize

jct2 — 2025-05-28 11:29:57 UTC

Cambridge Resources

jct2 — 2025-05-28 11:30:32 UTC

Duolingo

jct2 — 2025-05-28 11:30:59 UTC

Letter Lingo

jct2 — 2025-05-28 11:31:45 UTC

Resource Booklet for the Mainstream Classroom

jct2 — 2025-09-15 14:38:46 UTC

jct2 — 2025-09-15 15:19:40 UTC

Disclaimer

jct2 — 2025-09-18 09:48:23 UTC

This Padlet is for participants attending the Oide professional learning event. Content is for educational purposes and reflects individual views and not necessarily the views of Oide. Participants must respect privacy and follow copyright laws. Inappropriate content may be removed.