







Teaching and Learning for pupils with English as an additional language Evidence Identifying the teaching context for EAL learners Developing language and literacy for EAL learners Resourcing the teaching of EAL learners Areas for further research Editor's comments |
Spoken English for advanced EAL learnersPupils with advanced fluency in spoken English are often left without support because their conversational competence masks possible limited vocabulary for curriculum purposes. Pupils with advanced fluency in English still need support with widening their vocabulary and with understanding how to choose the best ways to express themselves (Cummins, 1999). Teachers supporting advanced EAL learners need to know that:
Advanced EAL learners’ spoken language may have the following characteristics:
Spoken language activities for advanced EAL learners (matched to findings from NfER,2006) :
An OFSTED report on schools who do well by their advanced EAL learners can be found here: https://dera.ioe.ac.uk/5384/1/Couldtheydoevenbetter.pdf |
Original guide sponsored by the University of Winchester, this revision sponsored by The University of Reading and Hampshire EMTAS.