Following is a list of strategies that mainstream teachers can use in classes that have non-native English speakers. Some of those students will be either present or past EAL students, but may exhibit language needs that differ from those of the native speaking students.
One of the most important resources available to teachers is the EAL teacher, who can assist in planning, provide ideas or supplementary resources or directly assist in the subject area through the EAL classroom.
As for what the mainstream teacher can do independently, the following list is under six categories: READING, WRITING, LISTENING, SPEAKING, VOCABULARY and GENERAL SKILLS. This list is not comprehensive and may be expanded as necessary, but does provide a general list of applicable strategies that teachers may utilize.
READING STRATEGIES
Some strategies work better in some subjects than in others. The first strategy, PREDICTION for example, works very well for literature, but may not for drama. The strategy you choose should depend on the subject material and the needs of the student.
1. Prediction
Prediction is using various parts of a text, the title, pictures, lead in on the back, etc to spark the idea of the work (plot if it’s a novel, for example). From the beginning and at various points throughout a text, the students can engage with the reading by predicting the outcome based on evidence they have read.
2. Summary
Summary writing helps students understand main ideas and this can be aided by identifying topic sentences, parts of an introduction, etc. The students will be able to better read for gist and general ideas.
3. Timelines
Creating a timeline is helpful in subjects like History, Literature or Humanities. By plotting a story, historical recount or series of events, students can see the relationship between time and events more easily. This also helps as a study strategy.
4. Films
Films that illuminate a book or topic are helpful to students because of the activation of other language skills (that is also referred to as combining language skills) such as listening. The visual element also helps the students picture some of the more abstract ideas that may not be clear through reading.
5. SQRRR (Survey Question Read Recite Review)
SQRRR is a learning support strategy that is sometimes used in EAL. It may not be practical in a classroom setting, but can be used by students at home at the urging of the teacher. Some of the five elements can be used alone (it does not always need to be done as a sequential exercise).
6. Retelling
Asking a student to give an oral summary of a topic or discussion helps to determine whether the information has been well processed by the student and also helps to cement the material in the student’s mind. This is one of the five strategies mentioned in the SQRRR strategy in #5. Using one of the strategies independently is easier to do in a mainstream subject course.
7. Accessing prior knowledge
Having a discussion on a topic that the students may already have knowledge about (before the topic teaching begins) helps to stimulate the language they have accessible on the topic and prepares them for the topic content that is coming. They will more easily be able to access the new concepts and language when they are faced with them.
8. Vocabulary Journal
Vocabulary is covered in the section called Vocabulary Strategies.
WRITING STRATEGIES
1. Brainstorming
Brainstorming using paper and coloured pencils or laptop applications allows students to get ideas flowing and they can use specific vocabulary on parts of their brainstorm map as a trigger for writing (content, vocabulary, expectations). Students can make a number of different styles of brainstorm map like visual webs. Brainstorming can be chronological, spacial or concept based.
2. Graphic Planning
Graphic planning can be a stand alone strategy or stem from an activity like brainstorming. Students can use essay outlines, tables, flow charts, etc, to visualize the writing that they have to do, so that the flow of ideas is easier, hence more fluent.
3. Resource Materials
A student with writing issues should have a proper set of tools before doing a writing activity. Encourage such students to use a dictionary, thesaurus and a good grammar. You can have them form habits of using resource materials as they write to improve grammar, expression and vocabulary. There are many online resources as well that are available to students, although many do not take advantage of them.
Grammar Check is not always an appropriate resource for students as it often causes more problems than it solves. This is meant for native speakers with a sound understanding of grammar. It is a common that grammar check will change something because of style, rather than grammar, since the construction does not follow a normal subject/verb/object pattern. Weaker EAL students should be encouraged to use their resource materials, rather than grammar check to work through syntactical issues, as this is more accurate and a better method to learn and acquire the grammar.
4. Feedback from Previous Writing Pieces
Giving feedback on writing issues is helpful if the student is keeping a writing portfolio. Issues raised in previous writing should be worked on in subsequent pieces. They can be highlighted or a list of issues to be aware of can be made so that the student is focused on those particular things and a steady, continuous improvement can be made.
5. Modeled Writing
Students often need exemplars of writing in various text types. They should be aware of the expectations and know what a score of seven looks like. They should also know what a score of three looks like, so that they can judge the level gaps between them. Also helpful is a list of markers that explicitly point out the things that make a paper a high or low grade. Having a real example of those things helps EAL students to realize the differences in varying qualities of language.
SPEAKING STRATEGIES
1. Negotiation
Negotiation is mentioned in the section called Listening Strategies as well. It is used in conversation so applies to both listening and speaking. It is repeated below:
Negotiation is one of the most important language acquisition strategies for teachers of EAL learners. It refers to the process that goes on in trying to communicate. When a conversation stops because of a lack of understanding or some missing vocabulary, the speakers need to explain themselves and ask each other questions. It is as if a conversation is put on pause until the trouble spot is fixed or “negotiated”. A teacher can use expressions like “Do you mean…?” or When you say ______, do you mean that…?” or “Can you explain what you mean by…?” Often the students will not be proactive in this, especially if they perceive that they are failing an attempt to communicate, but it is important to remember that language acquisition happens during this period, not during the smooth flow of conversation. Students should be encouraged to engage in this kind of explanatory negotiation.
2. Graphic Planning
Graphic planning may be particularly useful in speaking situations like presentations or debates. Students are often encouraged to use their own authentic language, especially in EAL situations, so reciting from their resources is discouraged. In addition, memorized or overly rehearsed presentations seem unnatural and even take away from fluency, as they struggle to remember their prepared presentation verbatim. Using their presentation material to assist them is a good way to have their images or headlines prompt them to remember what they are going to say. Also, they can be encouraged to plot their main points on a line or in a graphic organizer to assist them in remembering what they need to say. Pictures, headings or icons can help them remember their important points so that they can speak more fluently in speaking assessments.
3. Time Allowance
Even native speakers need to have time to collect their thoughts at times. Non-native speakers may need more. Giving students extra time to process questions then formulate answers will help them to access the language they require. At times it is better to ask a native speaker to answer first so that they have some time and can also use the language of the answering student to begin formulating their response.
LISTENING STRATEGIES
1. Rewording
In speaking, it is often beneficial to EAL students to put an idea or concept in a different way. “In other words”… is a positive expression in the EAL classroom environment. Using a story, analogy, reworded explanation, etc, helps the student use other vocabulary to access the concept or to visualize something abstract or difficult.
2. Demonstration
Actually showing a class what you mean in terms of carrying out an action, showing them on the board or even having the students try to demonstrate it, is a good way to help the learning process. Learning by doing is a strong strategy and demonstration is part of that.
3. Negotiation
Negotiation is one of the most important language acquisition strategies for teachers of EAL learners. It refers to the process that goes on in trying to communicate. When a conversation stops because of a lack of understanding or some missing vocabulary, the speakers need to explain themselves and ask each other questions. It is as if a conversation is put on pause until the trouble spot is fixed or “negotiated”. A teacher can use expressions like “Do you mean…?” or When you say ______, do you mean that…?” or “Can you explain what you mean by…?” Often the students will not be proactive in this, especially if they perceive that they are failing an attempt to communicate, but it is important to remember that language acquisition happens during this period, not during the smooth flow of conversation. Students should be encouraged to engage in this kind of explanatory negotiation.
4. Previewing
Before giving a lesson on any particular topic, teachers can make the language of the subject easier to access by giving a preview into what will be covered. If the following day a teacher plans to have a discussion on the cold war, a video or short passage dealing with the topic will help the language students be more mentally ready to understand. At times a student who cannot understand from the beginning of the lecture, will have difficulty catching up and may even stop listening. Previewing allows the teacher the opportunity to empower the students before the actual lesson takes place.
5. Discussion
Any discussion on a given topic after it has been delivered orally will help students to better engage with the topic. The teacher can engineer questions or discussion that revolve around the vocabulary and concepts presented earlier. Recall can be used here too as a way to prompt understanding and spoken engagement. The discussion should allow the student to use the new ideas, but if the vocabulary is too difficult or numerous, then some insertion of explanation can be done during the lecture delivery itself.
6. English Subtitles
When viewing videos or other visual media, English subtitles can often be a positive factor in comprehension (even when the language of the visual medium is English). This allows students to attach the spoken word to text, and therefore make meaning.
7. Repeating
Repeating can be a part of negotiation when a trouble spot occurs, or can be a normal part of oral delivery. Teachers can repeat, recap, review, etc to reinforce the material and to use it in checking if students have understood.
8. Paraphrasing
Paraphrasing can also be part of negotiation, but on it’s own is a way to allow teachers to know whether they students have understood and it allows the students a way to use the concepts learned in another linguistic environment. They are required to use the ideas and vocabulary to reveal the ideas, but to say it in a different way. This reinforces the learning and makes language usage more elastic.
9. Adjusting Speed
One of the major difficulties of students in foreign language environments is the speed at which native level teachers speak. Adjusting the speed, particularly when important or challenging material is covered assists in comprehension. This may be more important to remember when someone ask for clarification or indicates that something has not been understood. A normal speaking speed is appropriate most of the time, but there are occasions when some processing time is necessary as well.
VOCABULARY STRATEGIES
1. Word Lists
Vocabulary has been identified by UWCSEA EAL students as one of their greatest challenges. This may be where teachers need to focus their differentiation efforts the most in terms of second language speakers in the mainstream classroom. Word lists help students immensely, especially when given for study before a particular reading. Reviews of relevant and new vocabulary as well as reinforcements of that vocabulary in other language environments will go a long way to make that language accessible. Vocabulary can be given to a learning support teacher or the EAL teacher to assist in that process and reinforce it in the EAL classroom.
2. Vocabulary Log Book
The reinforcement mentioned above in (1.) can be achieved party with the use of vocabulary logs. All new vocabulary should be recorded and new sentences made using the new vocabulary, so that the students are creating language with the new entries. This also helps at study time, as the students will have a personal vocabulary list they can work with to help the language part of their studies. This can also be used by the EAL teacher to build on the vocabulary and structure of the language of that course material.
3. Visuals
Attaching visuals to vocabulary helps attach meaning and aids in remembering. Teachers can give students vocabulary sheets or activities with photos, diagrams, depictions, etc. Visuals can also be moving things on a screen, colour coding, or making a simple diagram on the whiteboard. One linguistic skill usually aids in the acquisition of another.
4. Demonstration
Depending on what the teacher is teaching, demonstration of things that go beyond simple vocabulary can assist the EAL student. If it is a skill, concept or process, working through it in a demonstration while also talking through it, allows students to pick up new vocabulary and understand the meaning as well.
5. Text to picture / Picture to text
A strategy that may work in classes that have quite visual elements is the idea of taking a piece of text which describes something and asking students to transform it into a picture. Alternatively, a picture can be transformed into text.
6. Semantic Webbing
This is also known as word webbing. A teacher can design a visual for the classroom, but it on a vocabulary sheet, or asks students to create them. It is a group of words that feed into a central concept. If the idea is pollution, students can develop a word and picture web of vocabulary related to that concept.
7. Cloze Passages
Cloze Passages are most often used in EAL and other second language classes. The student gets a text with certain words missing, all verb, all nouns, or every tenth word for example. This may not be effective for a mainstream classroom in terms of vocabulary learning, but can give the teacher some insight into how much a student can understand from a text or which vocabulary entries are particularly challenging for the students. This can allow the teacher enough information to choose alternate texts for some students or supplementary material to help in acquiring the content.
8. Labeling
It can be useful to put adhesive labels on objects in a room, on a poster or even in a book. Students can learn vocabulary simply by seeing this visual everyday. This is the idea behind picture dictionaries, which also can be useful in some classes.
9. Categorizing
Is is often easier for students to acquire vocabulary that is compartmentalized. For foreign languages that may be nouns, verbs, adjectives or cars, buildings, transportation. This can also be done within the confines of any course’s vocabulary. As said above, the student can be the author of his or her own list of categorized vocabulary, assisted or guided by the teacher. If the teacher is actually using a self generated lists vocabulary, the categorizing can happen before it gets to the students.
10. Previewing
When material is covered in the classroom, it will always be easier to absorb if the students have had a chance to see it beforehand. If the student is in an EAL class or has a learning support teacher, the material can be handed to the EAL or support teacher, so that it is covered once before it is taught in the mainstream class. Giving the EAL students a reading, youtube video, or some other form of information on the subject beforehand will also aid in comprehension.
GENERAL SKILLS
1. Graphic Organizers
Any type of graphic organizer like a Venn Diagram, table, chart, illustration, etc. can assist in language accessibility as well as in overall skills in language and in the skills of the mainstream class. This is mentioned throughout the other language skills areas in various ways (see other language skill documents).
2. Lesson Objectives
When a student has a clear picture of the destination point of a class, he or she has a better footing from the beginning of the class where the lesson is going to go and what the outcome should be. This helps the student listen for key words, important concepts and things that require note taking. It also allows the student to have more things in mind on which questions can be formulated.
3. Combining Language Skills
A second language student can be helped to reinforce language skills be articulating the same content across skills. It may help a student, for example, to discuss an idea before being asked to write about it, so that the spoken component may prompt the writing or better conceptualize ideas through both listening and speaking. Reading may support speaking, listening may support writing, etc.
4. Timelines
Timelines may help students visualize a series of events or group of happenings as they relate to each other. This is particularly helpful in the humanities, but is not exclusive to subjects like history. This can be used in literature and other studies of a temporal nature.
5. Cooperative Learning
When student work in a group, the learning of one augments the learning of the group. Discussion, group projects, team activities, debates, etc, allow students the opportunity to discuss content and vocabulary in practical terms while learning from each other.
6. Discussion / Blogging
Like in 5. (Cooperative Learning), discussion adds to learning by providing a forum for students to understand, review, consolidate, etc. This done as a blog, does not take up class time and the students can interact with each other to discuss specific difficulties and help each other through more challenging areas. Students are more likely to ask each other questions through an online forum than they are in a classroom setting filled with native or near-native speakers. The blog allows them to work through questions and concepts together without the need for face-to-face meeting.
EAL PROFESSIONAL LEARNING STRATEGIES
This link is a list (and explanations) of the strategies presented to the high school staff by the EAL team over the course of EAL professional learning 2018/2019.