A learner of English as an additional language (EAL) is a pupil whose first language is other than English. Others will have had little or no formal education and might not be literate in any language.

It is vital to remember that speaking more than one language is an asset and provides learning opportunities for both children and adults in the provision. Encouraging continued development of the first language supports the child’s learning, wellbeing and sense of identity.

English as an additional language (EAL) refers to learners whose first language is not English. These definitions therefore cover the following: Pupils arriving from other countries and whose first language is not English.

English as an Additional Language or Dialect (EAL/D) is the study of English by students whose first language is a language or dialect other than English, and who require focused educational support to assist them in attaining proficiency in Standard Australian English.

English as an additional language or dialect

This research report suggests that EAL and bilingual learners tend to ‘catch up’ in this phase, particularly in reading, by making more progress from their lower than average KS2 results. Pupils with English as an Additional Language (EAL) make more progress in all three subjects.

Social and cultural challenges: New arrivals in particular can feel isolated and bewildered by school; particularly if they come from a country where they were too young to have started formal education or if their schooling has been patchy and interrupted.

EAL learners who have been learning English between two and five years, although this definition need not be exclusive to these time periods. Advanced bilingual learners who may be verbally fluent in English but whose writing may have features related to their language background.

5 Tips to support children with EAL

1. Visual aids. The use of visual aids and widgets are highly recommended in communicating with EAL children.
2. Parental support. Parents are key in developing communication with children.
3. Cut down language.
4. Learning through play.
5. Lots of praise.

6 tips to support children with English as an Additional Language in your setting

1. Use minimal language.
2. Keep it visual.
3. Encourage learning through play.
4. Celebrate a child’s culture.
5. Respect their family’s wishes.
6. Use local support.

6 Tips for teaching EAL pupils

1. Give them vocabulary. Teaching vocabulary enables students to be more successful at school, whether it’s for a classroom activity, a homework assignment or the subject in general.
2. Give them tools.
3. Give them strategies.
4. Give them time.
5. Give them credit.
6. Give them praise.

How Can I Teach English as an Additional Language?

1. Give them vocabulary. Children are likely to be successful at school if they have a greater understanding of vocabulary.
2. Offer the tools.
3. Give learners time.
4. Provide strategies for learning.
5. Give learners credit.
6. Shower them with praise.

English First Additional Language focuses on communicative competence involving oral work, creative writing, language and grammar and literature. Learners will explore features of poetry and short stories from various texts. Characters, themes and plots in literature will be dealt with in detail.

Young children have time to learn through play-like activities. They pick up language by taking part in an activity shared with an adult. They firstly make sense of the activity and then get meaning from the adult’s shared language. Young children have more time to fit English into the daily programme.

English for Specific Purposes (ESP) is a learner-centered approach to teaching English as an additional language, which focuses on developing communicative competence in a specific discipline such as academics, accounting, agrology, business, IT, teaching, and engineering.

1. Absolute characteristics: a) ESP is designed to meet specific needs of the learner; b) ESP makes use of the underlying methodology and activities of the disciplines it serves; and c) ESP is centred on the language (grammar, lexis, register), skills, discourse and genres appropriate to these activities.

ESP is defined to meet specific needs of the learners. 2. ESP makes use of underlying methodology and activities of the discipline it serves. 3. ESP is centered on the language appropriate to these activities in terms of grammar, lexis, register, study skills, discourse and genre.

The term “specific” in ESP refers to the specific purpose for learning English. The ESP approach enhances the relevance of what the students are learning and enables them to use the English they know to learn even more English, since their interest in their field will motivate them to interact with speakers and texts.

The first role of an ESP teacher is following an adulthood-oriented approach toward ESP programs concerned with acting as a simultaneous teacher and counselor. The second prominent role of an ESP teacher is cooperating and collaborating with content teachers to design and teach the materials effectively.

ESP courses like technical writing, communication of business, and academic presentation skills aim to teach learners on a particular genre or to use English in a particular discipline or a particular talkative context.

Let US consider then the different phases in the evolution of ESP/EST.

• The register analysis phase — The conception of research.
• The rhetorical or discourse analysis phase [approximately.
• The conception of need — The target situation analysis.
• The concept of authenticity — The skills and strategies.

The review of previous studies reveals that EGP focuses on general English language abilities of students whereas ESP focuses on specific skills and needs of learners based on a detailed analysis of learners’ professional/academic needs. This distinction has important implications for ESP teachers.

How to write: ESP: Adopting an appropriate methodology

1. Introduction Needs analysis Using a framework from the L1 Authentic (or real-world) tasks.
2. Take a minute to think about the context you wish to write for and answer the questions.
3. The patient consultation.
4. Find the correct definition (a–j) for each of Mintzberg’s ten managerial roles.
5. Key:

Summary. This chapter maps something of the territory of English for Specific Purposes (ESP) writing with a sketch on how it is studied, what is known about it, and illustrations on how this impacts on the practice of teaching and research.

ESP must be seen as an approach not as an product. ESP is not a particular kind of language or methodology not does it consist of a particular type of teaching material. Rut this whole analysis derives from an initial identified need on the part of the learner to learn a language.

English for Specific Purposes (ESP) is a branch of English Language Teaching (ELT) which in turn is divided into two main branches of English for Academic Purposes (EAP) such as Medicine, Engineering, Theology, etc. and English for Occupational Purposes (EOP) such as English for secretaries, technicians, etc.

This lack of conclusiveness related to the effect of specific background knowledge on ESP test performance has been attributed to four problems: (1) background knowledge is difficult to assess; (2) there is lack of criteria to identify qualities of specific language material, which makes it difficult to compare …

Based on the studies presented above, problems in teaching English for Specific Purposes (ESP) could be categorized into five broad problems. They are (1) teaching pedagogy, (2) the teachers ,(3) the design of the course, (4) students’ ability and (5) students’ needs.

Key issues in ESP curriculum design are suggested: a) abilities required for successful communication in occupational settings; b)content language aquisition versus general language aquisition; c) heterogeneous versus homogenous learner group; and d) materials development.

Besides, ESP document is often developed by teachers with no specialized knowledge, so the quality of those materials is not high. Most students find it too difficult or too easy compared to their knowledge. Therefore, students do not have the motivation to study this subject.