[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-492602-105":59,"doc-detail-492602-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-eal-toolkit-english-as-an-additional-language-classroom-strategies","The EAL Toolkit - English as an Additional Language - Classroom Strategies","","A practical teaching toolkit for learners of English as an additional language, presenting classroom strategies to support access, participation, and language development. It includes buddying with stronger peers, using bilingual/foreign-language dictionaries, supplementing writing with images, and providing structured sentence starters to model academic language. Guidance also covers collaboration with support staff, using role models through group work, and pre-teaching key vocabulary with visual aids to support reading and comprehension ahead of lesson tasks.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":57,"@type":76,"position":81},"https://docshare.wps.com/document/general/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-eal-toolkit-english-as-an-additional-language-classroom-strategies/492602/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-eal-toolkit-english-as-an-additional-language-classroom-strategies/492602.png","ImageObject",300,407,{"name":92,"@type":93},"moss~","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-17","2026-10-01",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How can a teacher use buddying to support EAL pupils?","Question",{"text":112,"@type":113},"Buddy a pupil learning English as an additional language with a strong speaker and listener. This can be used for group work, extended writing, and other planned or ongoing activities, ideally decided by the teacher.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the purpose of sentence starters in this toolkit?",{"text":117,"@type":113},"Provide sentence starters to help learners reach writing and model academic language. Examples include structured arguments and conclusions to guide students’ phrasing.",{"name":119,"@type":110,"acceptedAnswer":120},"How should teachers handle vocabulary support for EAL learners?",{"text":121,"@type":113},"Pre-teach key vocabulary, especially when students use textbooks or specific reading materials. Additional support can offer visual aids and assist students in reading text in advance with guidance.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},492602,1791311878,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":56,"category_name":57,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Made by Mike Gershon –  \n[mikegershon@hotmail.com](mikegershon@hotmail.com)  \nThe EAL Toolkit: English as an Additional Language  \nSources:  \n[www.naldic.org.uk](www.naldic.org.uk)  \n[http://nationalstrategies.standards.dcsf.gov.uk/primary/publications/inclusion/bi_children/](http://nationalstrategies.standards.dcsf.gov.uk/primary/publications/inclusion/bi_children/)  \nAccess and Engagement series (DfES 2002) [http://www.naldic.org.uk/docs/resources/KeyDocs.cfm](http://www.naldic.org.uk/docs/resources/KeyDocs.cfm)[ ](http://www.naldic.org.uk/docs/resources/KeyDocs.cfm)Jim Cummins, Language, Power and Pedagogy (Multilingual Matters, Clevedon, 2000)  \nNeil Mercer, Words and minds: how we use language to think together (Routledge, Abingdon, 2000) My head  \nOther people’s heads UNCLASSIFIED  \nBuddy Up  Picture Rules  Dictionary  \nSentence Starters  Talk to support staff  Role Models  \nOpen Questions  Rehearsal  Concrete Starters  \nWhiteboards  Questioning  Support the Teacher  \nModel  Success Criteria  Listening Frame  \nPre-Highlight  First Language  Purpose  \nPlan in 1st Language  Match/Grid Writing Frame  \nPresent  Genre Modelling Vocabulary and Meaning  \nBelonging  Language Types  Types of Talk  \nWhat’s the Point  Prior Knowledge  Linguistic Diversity  \nAnalogies  Idioms  Recasting  \nStarting Points  Listening Assistance  Drama  \nWord Relationships  Model Writing UdAxIFoImy  \nImages  \nPre-Teach Vocabulary Discussion Toolkit Thinking Time Key Words  \nAllocate Roles  \nPlenary Prime  \nBarrier Games Thinking Together Compare and Contrast Vocabulary Sequence Diagrams  \nDarts  \nBack to start  \nBuddy Up  \nIf a pupil is learning English as an additional language, you could ‘buddy’them with a strong speaker and listener.  \nThis could be part of an induction programme, for specific activities such as group work or extended writing, or as anon-going strategy.  \nThe buddy-ing could be made explicit to students or left ambiguous, a decision probably best left to the teacher’s  \ndiscretion.  \nUNCLASSIFIED  \nBack to start  \nPicture Rules  \nUNCLASSIFIED  \nBack to start  \nDictionary  \nProvide foreign-language dictionaries in your classroom (if your department can afford them!) and encourage students to use them.  \nA simple starter could be for the whole class to look-up and translate key words.  \nNative speakers could then teach correct pronunciations to eachother (English and other languages) .  \nUNCLASSIFIED  \nBack to start  \nImages  \nSupplement writing on PowerPoint, IWBs, worksheets etc. with images.  \nGoogle images provides a quick and easy means to find suitable pictures.  \nUNCLASSIFIED  \nBack to start  \nSentence Starters  \nProvide sentence starters (also a good way to get everybody down to writing) .  \nOne side of the argument is…  \ne.g.  \nOne side of the argument is... Another side of the argument is... Therefore my conclusion is...  \nIn addition, sentence starters can be used to model academic  \nlanguage.  \nUNCLASSIFIED  \nBack to start Talk to support staff  \nFind out what works with particular students.  \nDiscuss future planning and how the support staff can work most effectively in your  \nlessons.  \nAsk them to identify students’strengths and weaknesses in learning EAL.  \nUNCLASSIFIED  \nBack to start Role Models  \nUse group work to help EAL students hear positive English language models.  \nThis may also be helpful to the student in internalising the‘hidden’ rules of language inside and outside the classroom.  \nUNCLASSIFIED  \nBack to start  \nPre-teach Vocabulary   \nIf there is additional support in school, it can be useful to pre-teach key vocabulary.  \nThis is particularly true if students are working or reading from textbooks, either individually or as a class.  \nAdditional support may also be able to provide extra visual aids, or assist in reading text in advance with students.  \nUNCLASSIFIED","cbCaicGpe5OvwG1j","https://ap.wps.com/l/cbCaicGpe5OvwG1j","pdf",1772078,54,"English","# Buddy Up\n# Picture Rules\n# Dictionary\n# Images\n# Sentence Starters\n# Talk to support staff\n# Role Models\n# Pre-teach Vocabulary","[{\"question\":\"How can a teacher use buddying to support EAL pupils?\",\"answer\":\"Buddy a pupil learning English as an additional language with a strong speaker and listener. This can be used for group work, extended writing, and other planned or ongoing activities, ideally decided by the teacher.\"},{\"question\":\"What is the purpose of sentence starters in this toolkit?\",\"answer\":\"Provide sentence starters to help learners reach writing and model academic language. Examples include structured arguments and conclusions to guide students’ phrasing.\"},{\"question\":\"How should teachers handle vocabulary support for EAL learners?\",\"answer\":\"Pre-teach key vocabulary, especially when students use textbooks or specific reading materials. Additional support can offer visual aids and assist students in reading text in advance with guidance.\"}]","The EAL Toolkit - English as an Additional Language - Classroom Strategies | PDF",1790867144,83]