5 ways to support EAL learners with immersive global learning

Repetition, or, in simpler terms, giving students a head start, can be a very useful pre-teaching strategy. When planning to show a subtitled film, allow your EAL learners to view the short film twice: once to watch and try and figure out what is happening; then a second time, alongside an adult or peers who are good role models of English, to support any conversations that arise.

During a lesson this could mean that a small group of EAL learners are shown the subtitled film outside of the main classroom space. If students share a common language, they can discuss the film in this language first, to get a shared understanding. They could then join the classroom discussion, where the teacher can show the film to the whole class, pausing regularly and reading the subtitles where appropriate.

What do your EAL learners already know about the topic or theme? Is there anything in the film or storyworld they recognise? Use questioning to find out what they already know.

It's important that EAL learners have good role models of English with them in all lessons, as language learning is a social process. One strategy is to use talking trios - two excellent language role models, and one beginner in English - rather than talking pairs or partners, which can be frustrating for both learners. This means your new-to-English learner is present and absorbing the English being spoken between the two role models.

Explicitly teach the vocabulary of the theme, topic or subject you are covering as part of the lesson. Lyfta lesson plans often have glossaries. Encourage students to develop their own mini glossaries and dictionaries. Allow them to use Google translate, or bilingual dictionaries - if they are literate in their mother tongue.

Have students show their understanding without having to speak up. For example, you could direct students to move to different places in the classroom according to their opinions and understanding. You could say, 'move to the right side of the room if you think Erkan is doing the right thing, and the left if you think there is more he could do.' Once your students are in place, ask confident learners to justify their decisions. This allows for language repetition, which EAL learners (and everyone else!) can hear and benefit from.