The ‘Buddy-Up’ EAL Strategy: Explanation and Rationale
In any class there will be learners at different stages of language development.
Some will be relatively advanced for their age, perhaps surpassing most of their peers in terms of eloquence and articulacy.
These learners can help the whole group to develop. Their use of language can provide a model for other learners, supplementing what you provide.
This may involve them being asked to share their written work or, if they are strong orally, being encouraged to contribute to or lead whole-class and group discussions.
There will be reciprocal benefits, as the learner is given opportunities to showcase and hone their skills in front of an audience.
It can be a good idea to pair EAL learners with peers who have strong speaking and listening skills.
This buddying-up can be direct or indirect.
If direct, you might ask your non-EAL learner to help your EAL learner through modelling good speaking and listening.
You might also ask them to talk more with the EAL learner than they normally would with other learners, to give them further practice in speaking and listening in English.
It might be helpful to explain to your EAL learner that the person you are asking them to work with has shown great skill in using the English language.
This, you can add, will be helpful in guiding them and assisting them in their development.
Alternatively, you may prefer to leave the buddying-up implicit and indirect.
This means pairing an EAL learner with a strong speaker and listener but not sharing any specific reason for why you’ve made this choice.
If anything is said, you can point to the fact that all learners are asked to work in pairs for particular tasks.
Depending on the characters and personalities involved, you may deem it better to use this method than to explain why you have asked certain learners to work together.
The key is in knowing your learners and gauging their likely response.
Buddy-Up: Example One
Sit EAL learners beside peers who model good speaking and listening.
Build a series of discussion tasks into your lessons in which learners talk in pairs or small groups.
Each time such an activity comes up, your EAL learners will have the benefit of their partner’s expertise.
Buddy-Up: Example Two
Sit EAL learners beside peers who model good speaking and listening.
Explain to the learners that you would like them to talk through their ideas before they start any tasks.
Point out that this will help them to get their own thoughts clear as well as to consider the thoughts of others.
In addition, the EAL learner will be able to repeatedly practise speaking and listening about whatever topic is under consideration.
Buddy-Up: Example Three
Choose a learner who has strong speaking and listening skills and ask them to buddy-up with an EAL learner who is new to the class.
Explain that you would like them to help the learner settle in and that they should try to support them in getting used to the class and the lessons.
This ‘induction’ process will be beneficial to the EAL learner.
It will also give them an opportunity to experience strong speaking and listening and acts as a reward of responsibility for the other learner.
