‘Creating Belonging’ EAL Strategy: Explanation and Rationale

Psychologists have long known the importance a sense of belonging has for people.

We have certain needs that must be met for us to feel at ease.

These go from the mundane – food, heat and water – to the profound – love and self-expression.

If we find ourselves in a situation where many of our needs are met, we develop a sense of belonging. A secure attachment to that place.

You will have had this, I’m sure, throughout your life.

You may even have it now, in your current workplace.

Philosophers have known longer than psychologists that this is the way of things.

In Ancient Greece the question of how you should live in order to be happy was debated at length.

Human nature was analysed. The different aspects of what it means to be human were contemplated.

Philosophers sought to apply their findings, directing others on how best to live so that life was good.

What we can do, is take these ideas about belonging and the identification of what goes to make a good life and apply them to our classrooms.

EAL learners may feel discomfort in school.

A sense of alienation can develop if they are at an early stage of language development.

Frustration, fear and anger may make themselves known.

Think, for example, of the EAL learner who speaks little English, yet who finds themselves in the playground at break, surrounded by native speakers who seem to be operating in a completely different world to them.

The activities that follow all work to create a sense of belonging.

They are designed to help EAL learners feel connected to our classrooms, our lessons, and to school life in general.

Creating Belonging: Example One

Celebrate diversity.

As the teacher, you are the professional who leads and directs the class.

While they are with you, your rules are their rules, and your standards are what they have to live up to.

By celebrating diversity, you can use this position to highlight difference in a positive sense.

You could ask learners to bring things in to show and tell, each of which should be in some way representative of their background.

You could do some work around identity and diversity, exploring learners’ family histories.

Or you could ask learners to write biographies of themselves which they then take it in turns to share.

All these activities are predicated on seeing difference positively. They will all help to increase learners’ knowledge and understanding of one another.

If your EAL learners are at an early stage of language development, don’t be afraid to let them write their biographies or tell their stories in their first language.

This still serves to connect them to what you are doing and gives them a voice with which to express themselves.

Creating Belonging: Example Two

Create a support network for your EAL learners.

One option is to buddy up a positive, sympathetic or friendly peer with each of your EAL learners. Someone who can help them in your lessons and with whom they can establish a relationship.

The idea can be further developed by having a collection of learners who you ask to support your EAL learners.

Taking this on further, you can set up a school-wide support network.

This might involve meetings for EAL learners who want to share their experiences; language exchange classes out of lesson-time; culture swaps; a clear indication to EAL learners which staff speak which languages and so on.

Going down this route means really getting into the mindset of your EAL learners and looking at school through their eyes.

Of course, you can also ask them what kind of support they would like.

Or present them with half a dozen possibilities and ask which one they think would be most helpful.

Creating Belonging: Example Three

Celebrate linguistic diversity.

If you have EAL learners in your class, then your class has linguistic diversity. Make use of this fact and celebrate it.

You could ask learners who can speak another language to teach the rest of the class (including yourself) a few words or phrases.

This can be hugely effective at creating bonds between your EAL learners and their peers and temporarily inverts the language dynamic (to the benefit of your EAL learners).

You could run an activity in which learners take part in a language exchange.

This involves each learner indicating what languages they can speak and pairs or groups getting together to swap words and phrases.

Finally, you could ask your EAL learners to make a presentation to the class about their first language and, if appropriate, the country in which they learned to speak it and the culture in which they grew up.