Litte things-big difference-zero prep.

Litte things make a BIG difference

Here are few suggestions for working with EAL students that do not require any advance prep on your part at all but can make a significant difference for EAL students.

1. Enable captions on videos- Some students are better at listening to English and some are better are reading English. Watching a video with the captions turned on will make things easier for many students.

2. Have a short, personal conversation with an EAL student- Some of our EAL students are quite shy and nervous. Try having a short conversation with a student before, during, or after class. Ask them about their family, their hobbies, or where they have come from. They will appreciate it and may be more likely to come and ask for help when they need it.

3. Paraphrase as you speak (say important things twice using different words)-In all of the classes I teach (the EAL classes and the other ones) I make a point of paraphrasing what I say using different vocabulary. It makes me sound a little bit repetitive, but it also ensures much greater understanding on the part of my students. Maybe a student won’t understand the first sentence I say, but they might understand the second one. Example: “Describe the most significant event that impacted your life” could be paraphrased as “I want you to write about something important that happened to you and changed your life”

4. Give students discussion questions ahead of time and have them write before they speak - Students will be much more successful in a small group or large class discussion if they can write their thoughts down first. Many EAL students need time to choose their words and form sentences. They will also appreciate being able to discuss ideas with one partner first before talking in front of a group. You could call this tip Write/Pair/Share.

5. Review often- Do a review at the end of a lesson, at the beginning of the next class, or after the weekend. Try to vary your strategies: answering comprehension questions, completing a graphic organizer or diagram, defining key vocabulary, discussing vocabulary with a partner, looking for information in notes or the text, completing an exit slip, etc.