Can you remember the first time you found yourself visiting an unfamiliar country? The tumult of new sights, sounds, and customs. Curious tastes and smells. A new language, perhaps even a new script or alphabet to be deciphered. It is an exhilarating experience, but it can also be daunting. How do you find your way around? What happens if you need help? What if you make a mistake?
For learners using English as an Additional Language (EAL) these feelings of uncertainty can be present when they start studying in an international school environment where English is the main language of instruction. They may feel frustrated, confused, and isolated. The Bell Foundation’s course, Comprehensible English for Learners who are New to English, is designed to reduce these negative feelings by teaching school staff to communicate effectively with learners using EAL. In this blog, we provide a taster of some of the strategies that teaching school staff can use to achieve this.
Learning how to communicate effectively with learners using EAL is a critical skill set for international school staff. Clear communication with school staff reduces student anxiety and helps them feel comfortable: a prerequisite for effective learning. In and outside the classroom, being able to plainly explain tasks and introduce complex ideas in accessible ways is part of building an inclusive and welcoming school culture for multilingual learners.
International school staff are typically sympathetic to the challenges faced by learners who are new to English. After all, many staff are in a similar situation of living in a community where the main language is not their first one. However, proficient speakers of English, especially if they are accustomed to working in English monolingual contexts, may be unaware of what features of their language-use is difficult for their learners to access.
