Transferability

The advice in much of this guide is transferable to other contexts in which English is the main language but is being learned as an additional language; with the caveat that curriculum references to English curriculum guidance may not be relevant.  The guide is also relevant to some extent to contexts where teachers are working with children learning any new language that is the language of the host nation; particularly the sections that deal broadly with new language acquisition and new literacy development. Furthermore it has some applicability to contexts – such as in some African countries – where English is the medium of instruction. However, in contexts where English is the medium of instruction teachers will want to take account of:

1.  Working where they can with pupil’s home languages to ensure that the subject content of lessons is understood conceptually.

2.  Where possible introduce vocabulary in English that is already familiar to the pupils in terms of their experiences and home contexts.

3.  Take care to note that, where references are made in the EAL MESHGuide to terms and curriculum documents that are English, these may not be relevant for your contexts (please contact the authors if you want help with this).

There is some transferability to contexts where English is being learned as a foreign language but there are some differences that readers will want to take account of. These are, in summary:

1.  English learned as a foreign language is unlikely to be given the same amount of lesson contact time as learners working in an English-only context. This may mean that the learning contexts presented in the EAL MESHGuide are not readily replicable and will need some adaptation for your context.

2.  Where possible introduce vocabulary in English that is already familiar to the pupils in terms of their experiences and home contexts.