Instantly simplify any question for your EAL learners by giving them longer to think about what they know – even if it means accepting an awkward silence or two

‘Thinking Time’ EAL Strategy: Explanation and Rationale

Good thinking takes time.

Although some decisions can be made in an instant, with many of these leading to sound results, it is questionable whether the individual involved in such a decision could say truthfully that they thought about what they were doing.

It is more likely they followed their instincts, went with their gut, or used learned pattern recognition to make a choice.

Often, this is absolutely the way to go.

Sometimes, too much thinking can be detrimental.

For example, when deciding whether to pass or shoot in a football match. Or when reacting to another car while you are driving.

In the classroom, there is a time for instinct, gut responses and swift pattern recognition.

But there’s also a lot of time for pausing, thinking, analysing, and reflecting.

It is not just the learner who can go too quickly, though.

A teacher who fires off question after question, or who demands answers as soon as a question has been posed, is facilitating a dynamic in which the importance of thinking is diminished and the immediate is favoured ahead of the good.

EAL learners are particularly vulnerable to quick-fire questioning from a teacher who is demanding answers.

All learners benefit from being given time to think; time in which to formulate a response.

EAL learners, for whom English is a map still unfolding, are often less capable than their peers of answering quickly.

They have to consider both the content and the form of the questions being asked; what the individual words mean and what they mean together (including the kind of response that is being requested by the teacher, through the posing of the questions).

Giving learners thinking time is beneficial.

Particularly so for EAL learners.

Here are three examples of what it looks like in practice.

Thinking Time: Example One

When you are asking a question, whether to the whole class, an individual or a group, tell learners to think about their answers before they reply.

Try giving a specific time frame:

‘OK, thirty seconds thinking time and then we will hear some answers.’
‘30 seconds silent thinking, off you go.’
‘60 seconds thinking about the question, then share your thoughts with a partner.’
‘10 seconds in silence, then I’ll choose someone to answer.’
‘Take a moment to have a think, then I’ll come back to you.’

Explain to learners why you are doing this and the importance of thinking and reflecting on questions before giving an answer.

Providing an explanation for thinking time (or wait time, as it is also known) dispels some of the awkwardness learners can feel when you change tack from seeking quick responses to leaving space in which to think.

Thinking Time: Example Two

When you are working with EAL learners, be mindful of the need not to rush them.

Study the speed at which you are talking and the expectations of pace you bring to the conversation.

Keep a check on these and, if appropriate, slow down.

Recognise the fact that for many EAL learners, the process of understanding and then responding to a question involves elements that native speakers do automatically.

Such as decoding and comprehending the question.

Ascertaining what kind of response is being sought.

Formulating a response.

Articulating that response accurately through the selection of appropriate language.

Bear in mind also that some EAL learners will do extensive translation in their minds as part of this process.

For example, some learners will translate your question into their first language, think of an answer in that language, and then translate this back into English before speaking it to you.

All of which takes a little bit longer.

Thinking Time: Example Three

If you are running a discussion activity, ask learners to make some brief notes before they do any speaking.

This has four benefits.

First, it slows learners down by giving them an extra process to go through.

Second, writing entails a degree of synthesis.

This takes time because learners are reflecting on their thoughts – refining, clarifying and rearranging what is in their head so they can transfer it onto paper.

Third, EAL learners specifically benefit because it gives them extra opportunities to practise the translation from thinking and speaking to writing.

Fourth, when we take something out of our minds and capture it in writing we free up space in our working memory.

This makes it easier to think further and deeper.