Supporting EAL Students: Practical Tips for the Inclusive Classroom

Welcoming a student who speaks English as an Additional Language (EAL) into your classroom can be both exciting and daunting. While these learners bring a wealth of experience and cultural richness, they also face a unique set of challenges that can impact their confidence, communication, and access to the curriculum.

At the Coterie College our school partnership is crucial in ensuring continuity of provision

between our targeted support and the mainstream education provision.  Many teachers in our partner schools have asked us about the common challenges EAL students face and most importantly, practical strategies they can use to support them in feeling welcome, included, and empowered to succeed.

The Challenge: More Than Just Learning English

Learning English is a big step in itself — but EAL students often have to do this while adapting to a whole new education system. From unfamiliar classroom routines and teaching styles to academic vocabulary and new social expectations, the transition can be overwhelming.

EAL learners may:

Struggle to understand or respond in English, especially in fast-paced lessons.

Feel isolated if they can't communicate easily with peers.

Seem quiet, anxious, or even disruptive — often a sign of discomfort, not disinterest.

Come from schooling backgrounds that are vastly different, or even interrupted.

Add in a new environment, different curriculum content, and limited parental support in some cases — and it’s easy to see why a student might struggle to settle.

Step One: Create a Warm, Welcoming Environment

The most important thing you can do early on is make your EAL students feel safe, seen, and valued.

Get to know the student. Find out about their interests, strengths, and past experiences. A welcome meeting or parent questionnaire (with translation if needed) can help build a picture.

Reflect their home life in the classroom. In early years, this could mean dolls, books, and role-play areas that reflect their culture. In older year groups, display student photos, celebrate different festivals, or include stories from their home country.

Buddy them up. Ideally with a peer or TA who speaks the same first language, to support communication and confidence.

Use labels and visuals. Label key classroom items in both English and the student’s home language. Provide a visual timetable and prompt cards with images for routines and key instructions.

Step 2 - Teaching Strategies That Make a Difference

Supporting EAL learners doesn’t require a complete classroom overhaul — but it does call for thoughtful planning and consistent routines.

Here are some effective, everyday strategies:

Language Support Tools

Use bilingual dictionaries and picture dictionaries to build vocabulary.

Create a topic book with key words and phrases they’ll need each week.

Pre-teach vocabulary using real objects, images, or stories — and give families the word list to discuss in their home language.

Reading & Literacy

Choose diverse texts that reflect all students' cultures and experiences.

Use familiar story structures and encourage students to predict or join in with key words.

Celebrate the student’s background by making them the “expert” — e.g., sharing stories or facts about their home country.

Speaking & Listening

Speak clearly and slowly, using gestures and visuals to aid understanding.

Use simple, one-step instructions, repeated as needed.

Scaffold speaking using sentence starters or substitution tables (e.g., “I went to the ___ with my ___”).

Structured Routines & Activities

Keep routines predictable and supported by visuals.

Use barrier games (describing something hidden) to encourage question-making.

Try sequencing tasks and retelling activities to build storytelling and recall skills.

Step 3 - Build the Home/ School Bridge

Support doesn’t stop at the classroom door. Many EAL families want to help but may not know how — or lack the language skills to do so.

Share a translated newsletter or learning update, if possible.

Ask families to send photos or talk about home activities in their first language.

Encourage reading at home — the child can explain the book in their own language before reading in English.

Remember: a child’s home language is an asset, not a barrier.

Step 4 - Every Day Counts

Language learning takes time — and confidence often comes long after comprehension. Some students will be quiet for weeks; others may try to speak but need help getting it right.

Here’s what helps:

Model correct language gently (e.g., “You went to the park” instead of “go to”).

Expand and build on what they say (e.g., “Yes! A big, red car!”).

Encourage interaction, even if it’s non-verbal at first. Visuals, actions, and simple yes/no questions go a long way.

Give thinking time and avoid putting them on the spot.

Plan for daily language development, alongside curriculum learning.

Final Thoughts

Supporting EAL learners is part of inclusive, responsive teaching — and with the right tools and mindset, it can be incredibly rewarding.

Always remember: a student who is quiet or struggling is not less able. They’re navigating a new language, culture, and environment all at once. With the right support, they will not just catch up — they’ll shine.