Using visuals works because EAL learners are given the context of what is being taught in the classroom. For example, the GCSE poetry resources on this website, such as Poppies by Jane Weir, provide images of key words or phrases to help EAL learners to access the poems. images to support understanding of a poem or story. Provide extra visuals for EAL learners who may have difficulty understanding spoken explanations or written texts, e.g. If not, they may have to look for an alternative word. If the expected image comes up, they are likely to have found the correct translation. When looking up unfamiliar words in a bilingual dictionary, teach EAL learners to check if they have found the correct translation for any words that can be visualised by typing (or pasting) the word they have found into an image finder (e.g. For example a Venn diagram highlights similarities and differences, as in the activity in The Tempest - plot and characters where learners are given a number of adjectives and asked to fit them into a Venn diagram according to whether they usually describe feelings, behaviour or both. Graphic organisers are useful because they give a structure to complex ideas and lend themselves to different types of language. Learners may then be able to record their response in the form of pictures, diagrams or graphic organisers – see below. For example, a learner could describe a picture then complete a differentiated task rather than reading a text and answering comprehension questions. Visuals in textbooks and classroom resources:Ĭonsider using pictures, diagrams, charts and graphs as a starting point, as an alternative to the written text. Some of the resources on this website do this, for example The Boiling Point of Water shows the steps of a basic science practical, which can be used to show learners what to do, for them to sequence to show what they have done, or to support them in writing an account of the experiment.ģ. There are lots of examples of this type of activity on EAL Nexus, for example Specialised Cells, where EAL learners are given three sets of flashcards to match: an image of a cell, the name of a cell and a description of its function.įor practical work, it is often useful to have a set of images showing, for example, a science practical or the steps of a recipe in food technology. As well as practising the target vocabulary learners can also practise the language of agreeing and disagreeing, opinion giving, negotiating, etc. Visual flashcards can be used by learners working together to sort into groups, sequence or match with text flashcards. They are not only useful for learners who are New to English to build vocabulary, they can support access to a text which may be quite complex and help EAL learners at the Competent or Fluent stages to develop academic language. Visuals can be used with EAL learners at all stages of English language proficiency, at any age and across the curriculum. Key visuals, also known as graphic organisers, such as a diagram of the life cycle of a frog.Visuals that are useful for EAL learners include: Visuals provide context so that EAL learners can make sense of what is being taught in the curriculum.
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