Overview
Having effective EAL provision in your international school is becoming increasingly important year on year, not least because of the rise in students whose first language is not English, and the disruption brought about by Covid-19. Our interactive EAL Provision in International Schools course provides you with the practical guidance and insights needed so that you can ensure that your school is providing the highest possible standard of EAL provision.
Irrespective of whether EAL training has formed a significant part of your initial training or subsequent professional development, our EAL Provision in International Schools course provides best practice guidance from leading EAL specialists about how you can best support EAL pupils so that they thrive in your classroom.
Leave the day with confidence about how best to deliver EAL provision to students of varying English language proficiency, how to successfully advocate for your EAL learners, and how to cultivate a school culture that proactively supports multilingual students.
Our virtual courses have been designed with you in mind. From group exercises in breakout rooms to live chat, whiteboards and interactive polls, we use a range of tools and techniques to ensure that you can connect with your trainer; network and share best practice with your peers and leave the day with the skills you need.
Our courses provide you with an interactive and engaging learning environment that can be accessed from any location, helping you to continue to connect, learn and grow.
Graham Smith’s career covers teaching, training, inspection, consultancy and senior management and both primary and secondary schools. From 2009-2011 he was Project Director of London Challenge’s Pan London EAL Strategy, a programme delivering 2,000 days of training in 200 schools in 31 local authorities that was a key factor in providing the highest levels of attainment in the country for pupils with EAL. His extensive senior management experience includes deputy head and assistant director roles. Graham has also been a senior elected member of two London councils. In addition, he specialises in turnaround and has chaired two Interim Executive Boards ...
Agenda
Registration
Virtual Ice Breaker and Clarification of Learning Objectives
Understanding The Different Things That ‘EAL’ Means
In this practical session, you will work with our lead trainer and experts from across the EAL landscape to:
- Explore the range acronyms and terms for students with English as an additional language, using the varying definitions to redefine what you understand ‘EAL’ to mean and how this impacts how you teach English to your students.
- Discuss how the definition of ‘EAL’ has changed over time, and how this has impacted pupil’s learning journey to examination stage.
Morning Break
Teaching Pupils New Or Relatively New To English Part 1
Using the EAL Academy’s EAL Handbook as guidance, this session will focus on supporting pupils relatively new to English. Key takeaways will be:
- An improved strategy for identifying ‘different types’ of new arrivals and understanding what their individual needs may be, and how this varies from pupil to pupil.
- Guidance on the key components of initial assessment that should characterise a new arrival’s experience, based off the information you have gathered about the pupil prior to their arrival in school either from their primary school or family.
- Insight into the essential information you should be gathering about your new arrival in their first few weeks, as well as how to best collect this and what to look out for.
- A critical analysis of the role contextual support can play when supporting EAL learners, specifically how to use the knowledge you have gained to provide high-quality tailored support.
Teaching Pupils New Or Relatively New To English Part 2
This session will highlight the importance of providing appropriate emotional support for new EAL pupils upon arrival, reflecting on age-appropriate tools that provide peer-to-peer support, and looking at how you can guide non-EAL and more advanced EAL students to support new students in this way.
- Discover the importance of placing listening at the centre of new arrivals experience, discuss how to create listening opportunities within your school to promote the use and development of survival English, as well as building on English skills that may have been learned at primary level, using case studies of best practice as examples.
- Critically analyse the nuances of delivering effective support to EAL learners, considering how some strategies will work better than others depending on pupil age and school culture.
Lunch Break
Teaching More Advanced Learners Of English
This session will highlight the difference between communicative English and classroom language, discussing how each will impact student learning and teaching experience, placing it within the context of a learning continuum.
- Discover guidance on how to best support EAL students with moving along the continuum to develop more sophisticated linguistic choices within the context of different subjects.
- Explore how long it takes to learn English, providing a clear understanding of the process and experiences learners will experience and the likely timeline for this.
- Using best-practice case studies, consider a range of strategies that best support the development and improvement of reading and writing skills in English.
Afternoon Break
Working to Ensure Strong Leadership In EAL Teaching
Learn the importance of implementing a positive whole school ethos to support EAL learners:
- Using best practice case studies, explore some key techniques and methods that have proven successful for schools in engaging all learners with EAL teaching.
- Discover insights on how to best use the first language in EAL learning to provide tailored support for the EAL students within your school setting.
- Explore how you can effectively use data to enact influence within your setting to more effectively advocate for your EAL learners.