EAL Band B – Early Acquisition

Description: The student has started to learn and use basic English but still requires significant support. They can understand simple phrases and commands and might be able to express themselves in very basic terms.

General

Listening

Reading

Speaking

Writing

  • Display a visual schedule to help learners follow the day’s activities.
  • Use pictures, objects, and real-life items to support understanding.
  • Help learners identify similar words between their first language and English (cognates).
  • Provide vocabulary lists with corresponding pictures to aid memory.
  • Give clear, simple directions supported by gestures or actions.
  • Allow learners extra time to process information and respond.
  • Offer regular chances for learners to practise speaking.
  • Use structured writing supports like sentence frames and substitution charts.
  • Give learners printed handouts they can highlight instead of copying from the board.
  • Speak slowly and clearly, using body language to help explain.
  • Repeat important words and ideas using different wording.
  • Use gestures or signals, like thumbs up/down, to check if learners understand.
  • Show key words alongside images to make vocabulary easier to remember.
  • Permit learners to use bilingual dictionaries for support.
  • Prepare learners to participate in class discussions confidently.
  • Pair learners with helpful classmates who can serve as language models.
  • Regularly practice spelling strategies with learners.
  • Provide sentence starters to help learners begin their writing or speaking.
  • Offer reading materials that match learners’ language levels.
  • Use pictures, objects, and real-life materials to support learning.
  • Give clear, brief instructions paired with gestures to aid understanding.
  • Allow learners additional time to process information before responding.
  • Provide printed handouts that learners can highlight rather than copying from the board.
  • Speak clearly at a steady pace, using body language and gestures to reinforce meaning.
  • Avoid idiomatic expressions and figurative language that might confuse learners.
  • Limit the use of fillers and contractions to make speech easier to follow.
  • Use non-verbal signals, like thumbs up or down, to check comprehension.
  • Pair learners with supportive peers who can model language use.
  • Seat learners near the front to ensure an unobstructed view of the teacher.
  • Assign simple classroom jobs to learners, such as distributing books or materials.
  • Play audio recordings multiple times so learners can become familiar with the speaker’s accent and style.
  • Ask learners questions about both the language and content of audio or video clips.
  • Provide clear definitions and synonyms for new vocabulary, including those suggested by students.
  • Introduce challenging vocabulary before listening activities or videos.
  • Allow a teaching assistant or family member to translate instructions into the learner’s first language if needed.
  • Encourage parents to use English subtitles when watching TV programs at home.
  • Use pictures, real objects, and other visual supports to aid understanding.
  • Help learners identify cognates—words similar in their first language and English.
  • Repeat and restate important words and information to reinforce learning.
  • Check comprehension using non-verbal cues like thumbs up or down.
  • Display key vocabulary alongside images and refer to them during reading.
  • Allow use of bilingual and picture dictionaries to support vocabulary development.
  • Pair learners with encouraging peers who can model good language use.
  • Provide reading materials at different levels to meet learners’ needs.
  • Read all classroom texts aloud slowly and clearly.
  • Build a classroom library that includes bilingual and illustrated books.
  • Introduce reading activities connected to the curriculum content.
  • Encourage learners to read in their first language at home to build literacy skills.
  • Let learners draw pictures related to reading texts to demonstrate comprehension.
  • Use word and phrase banks supported by images for easier access to vocabulary.
  • Give learners extra time to process reading tasks.
  • Provide printed copies of materials so learners can highlight and make notes instead of copying from the board.
  • Offer fiction and non-fiction texts with space for learners to add translations.
  • Present non-fiction texts clearly, using bullet points and organized layouts.
  • Write clearly and form letters carefully to help learners become comfortable with the Latin alphabet.
  • Use images or wordless books that learners can describe and talk about.
  • Provide word and phrase banks accompanied by pictures.
  • Allow learners additional time to process questions and tasks.
  • Create regular opportunities for learners to practise speaking.
  • Address learners by name when asking questions to engage them directly.
  • Prepare learners to take part confidently in class discussions.
  • Pair learners with supportive peers who can model language effectively.
  • Use mini whiteboards for learners to practise writing or drawing to express ideas.
  • Allow learners to respond to questions non-verbally, for example with thumbs up or down.
  • Encourage learners to share what they have learned and what they are currently working on.
  • Provide opportunities for learners to discuss curriculum topics in their first language with a teaching assistant or parent.
  • Teach learners essential “survival” language for everyday situations.
  • Allow learners to read aloud or discuss topics in their home language, and monitor their fluency and natural speech patterns.
  • Be aware of sounds that may be challenging for learners to pronounce due to differences between their first language and English.
  • Encourage learners to write words phonetically as a strategy to improve pronunciation.
  • Support learners in identifying cognates to build vocabulary connections.
  • Provide word and phrase banks paired with images for easier understanding.
  • Give learners additional time to process information and respond.
  • Use writing frames and substitution tables to scaffold written work.
  • Allow learners to use bilingual dictionaries for support.
  • Pair learners with encouraging peers who can model language effectively.
  • Reinforce spelling strategies regularly to build accuracy.
  • Offer sentence starters to help learners begin their writing.

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