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It explains why EAL students often score lower in vocabulary, and outlines practical teaching strategies for all students. The guide introduces a three-tier word framework, emphasizing that teachers should spend most time on Tier 2 academic vocabulary. 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These students’ vocabulary scores are often lower than their scores on other sections of our baseline tests.  \nOur guide,‘Helping all students to improve their vocabulary’, explains teaching strategies that are helpful for all students, including those with EAL. The strategies include:  \ny Providing access to the right dictionary  \ny Actively teaching vocabulary in all school subjects  \ny Expanding vocabulary through reading  \ny Asking open-ended questions during lessons, and giving plenty of time for responses.  \nThis guide covers extra things that teachers can do to support EAL students.  \nWhich words are the most important to teach?  \nLeading researchers in vocabulary distinguish three tiers of words. All three tiers are important for doing well in education . When actively teaching vocabulary to EAL students, teachers should spend most of their time focussing on Tier 2 words. That is, teachers should focus on teaching words that appear across the school curriculum but are not typical in everyday conversation.  \nTier 1:  \nBasic everyday words  \nExamples: about, who, because, time, most  \ny Important for good communication with all teachers and fellow students.  \ny Needed to understand the background contexts used in questions.  \ny Important in creative subjects such as English literature and drama, where students communicate everyday situations to a reader or an audience.  \nTier 2:  \nWords that appear across the school curriculum but are not typical in everyday conversation  \nExamples: assess, contrast, method, analyse, examine, conclude, theory, percent  \ny Around 570 words occur frequently in academic texts and discussions.  \ny Very general academic words-not specifically connected with a single school subject.  \ny Not used very often outside of school, but very useful during lessons and in examinations.  \nTier 3:  \nSubject-specific words  \nExamples: polygon, metabolism, symbiosis, electron, genre, tectonic  \ny Academic words that are specific to a single subject or a group of similar subjects.  \ny Help students to engage in lessons and follow what is being taught.  \ny Help students to demonstrate their understanding in examinations.  \nWhat kinds of teaching activities and strategies are most effective?  \nLeading researchers suggest that the most effective activities for teaching vocabulary to EAL students are those in which the students meet the words in multiple contexts and have lots of opportunities to use and think about the words. All students, but EAL students especially, need to develop their vocabulary through using the words in extended conversation.  \nAdditionally, teachers can use two main types of strategy:  \ny Strategies to make the language of instruction more supportive. These include:  \n{ providing a text preview in the student’s first language  \n{ using visuals and multimedia texts to help students access a text.  \ny Strategies directed at the target words themselves. These include:  \n{ translating the words being taught  \n{ for speakers of Latinate languages, drawing students’ attention to cognates (words in two languages that are closely related in meaning and look and sound alike) .  \nResources  \nWe recommend that teachers who want to support students with English as an Additional Language to improve their vocabulary should read Chapter 9 of Bringing words to life: Robust vocabulary instruction by Isabel Beck, Margaret McKeown and Linda Kucan. This chapter gives more detailed information on these strategies and other ideas in this guide.  \nResources from Cambridge University Press & Assessment:  \nTh","cbCaiikdgkI1BFEd","https://ap.wps.com/l/cbCaiikdgkI1BFEd","pdf",1970756,"English","# Introduction\n## Which words are the most important to teach?\n## What kinds of teaching activities and strategies are most effective?\n# Resources\n# References","[{\"question\":\"Why is vocabulary support especially important for EAL students?\",\"answer\":\"EAL students’ vocabulary scores are often lower than their scores on other sections of baseline tests. Vocabulary support helps them understand lesson questions and background contexts.\"},{\"question\":\"Which tier of words should teachers focus on most for EAL learners?\",\"answer\":\"Teachers should spend most of their time focusing on Tier 2 words. These appear across the school curriculum but are not typical in everyday conversation.\"},{\"question\":\"What teaching activities are suggested as most effective?\",\"answer\":\"Effective activities help students meet target words in multiple contexts and provide many opportunities to use and think about the words. Students need to develop vocabulary through extended conversation using the words.\"}]","Quick guide for teachers - Helping students with English as an Additional Language to improve their vocabulary - 7 | PDF",1790850200]