Did you know there are over 1.7 million EAL (English as an Additional Language) learners in UK schools? That’s a lot of students navigating lessons in a language that isn’t their first!

If you're working with EAL students, your job isn’t to teach them English, but to help them access the curriculum while they develop their language skills.

This article will cover possible misconceptions around EAL Learners, the obstacles that EAL learners may encounter, general strategies to consider when working with EAL learners and exercises that are useful to consider when working with EAL learners.

Myth-busting: What you need to know about EAL learners!

To get us started, here are some common misconceptions you may have heard about EAL learners!

Myth: EAL learners aren’t as intelligent because they struggle with English.
Truth: They’re just as capable as their peers - sometimes even outperforming monolingual students when supported properly!

Myth: If an EAL learner speaks English conversationally, they can handle academic tasks just fine.
Truth: Casual chat and academic writing are two different skill sets - your learners may need extra support with complex vocabulary and grammar.

Myth: EAL learners automatically have SEND (Special Educational Needs & Disabilities).
Truth: Learning English isn’t a special educational need - though some EAL learners may also have SEND.

Levels of competency

Not all EAL learners are at the same level. Schools assess them on a scale from A (new to English) to E (fluent).

A: New to English

B: Early Acquisition. The learner may have some ability with simple English but needs significant support to access the curriculum.

C: Developing Competence, the learner can express themselves in spoken English but have inaccuracies and literacy requires support to able to access the curriculum.

D: Competent, still has some small errors and needs occasional support to access the curriculum.

E: Fluent, does not need EAL support to access the curriculum.

You may also see:

N: Not yet assessed.

O: Not applicable.

If possible, find out where your student sits on this scale so you can tailor your support!

Challenges EAL learners face (and how to help!)

1. Language barriers

They may understand content in their first language but struggle to express it in English.

Another challenge is not simply getting to grips with what you already know in English, but having to learn entirely new concepts in your second language. If possible, working in a group with someone who speaks the same language but with better English vocabulary can be helpful in helping that learner to improve and access the curriculum.

2. Cultural differences:

Classroom norms vary worldwide!

They might also have learned a different curriculum and be used to different cultural norms around teaching. Some students may not be used to asking questions or contributing to discussions.

Getting to know your learner and setting expectations early can therefore be very useful.

3. Confidence dips:

As with all students, EAL learners can become frustrated or embarrassed, which can lead to them acting out or misbehaving in sessions.

It’s important to create a positive learning environment with these students through your relationship with them, so that they do not feel the need to act out.

Top tutoring strategies for EAL learners

Get to Know Your Learners

This can include things like knowing where they are from and asking them questions about the geography of the country they come from. Making a good first impression is also helpful, so you can write down your name, check the learner’s name and preferred name and focus on communication in the first instance rather that correcting them.

Say Less, Stress More!

This means using short, simple sentences with proper grammar, stressing key words, speaking slowly and using non-verbal ques. Having your EAL learners sit near you in a group session so that they can see these gestures is useful.

Visual Learning

This can include using written instructions, pairing words with images, using body language and facial expressions to provide enough information for learners to stay on top of the content and intended meaning. This is essentially scaffolding technique to support learners get through more difficult passages.

Peer Support

Having small group support or pairing the EAL learner with a role model for English language speaking can also be helpful for EAL learners to improve their language skills. Just ensure that the learners that they are speaking with are good role models in their spoken English.

Extra Thinking Time

Let your learners process questions before expecting an answer.

It’s also not uncommon for EAL learners to go through a silent period (which can last up to six months!)

Ditch the Slang

You can help learners by being aware of idioms and slang that they may not be aware of, or which need some additional explanation. Try to avoid using slang or acronyms in your own speech. This can be trickier than you think!

Use Their First Language

It can also be helpful if they can communicate with someone who speaks their language as well, as this can improve their motivation. This is a good opportunity for learners to collect their ideas in their language, before translating into English. If you are able to, you can help to fill both these roles as a tutor. Dictionaries and Google Translate are also helpful.

A challenge for you

Even if you don’t work directly with EAL students, communication strategies help all learners! When you have chance, try one of these:

Use visuals – Can you add a quick sketch, diagram, or gesture to reinforce an idea?
Check understanding – Instead of asking “Do you get it?”, try “Can you tell me in your own words?”
Slow it down – Be mindful of pace. Can you pause between key points for processing time?

Which one will you try? Let us know how it goes!

Supporting EAL learners isn’t about speaking for them - it’s about giving them the confidence and tools to succeed on their own. With a bit of patience and the right strategies, you can help them thrive in your sessions and beyond!

Sources

Bell Foundation (2024) EAL Strategies and Great Ideas available at: https://www.bell-foundation.org.uk/resources/great-ideas/ accessed 5.8.24

Bell Foundation (2023) Blog: Five Ways You Can Support EAL Learners in Your School available at: https://www.bell-foundation.org.uk/news/five-ways-to-support-eal-learners-in-your-school/ accessed 5.8.24

Crolla & Treffers-Dallar (2017) A Guide to Supporting EAL Learners Oxford: Oxford University Press, available at: https://cdn.oxfordowl.co.uk/2017/08/10/09/32/48/468/bp_eal_guide.pdf

Department For Education (2021) English as an Additional Language (EAL) Accessible at: https://help-for-early-years-providers.education.gov.uk/get-help-to-improve-your-practice/english-as-an-additional-language-eal accessed 5.8.24

Hoff et al (2012) “Dual language exposure and early bilingual development.” In J Child Lang. 2012 Jan;39(1):1-27. Available at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4323282/

The National College (2023), Enabling EAL Students to Thrive, Challenges, Strategies and Techniques Available at: https://nationalcollege.com/news/how-to-best-support-eal-students accessed 5.8.24

Sword (2021) How to Support EAL Students in the Classroom Available at: https://www.highspeedtraining.co.uk/hub/supporting-eal-students-in-the-classroom/ accessed 5.8.24

English as an Additional Language (EAL)