‘Role Models’ EAL Strategy: Explanation and Rationale

Group work can be a double-edged sword.

On the one hand, it provides learners with opportunities to speak and listen to one another, to think actively about the topic you are studying, and to work independently of the teacher.

On the other hand, it has the potential to subside into social discussion, can be difficult to regulate, and can lack structure; something that can be problematic for some learners.

With good planning you can avoid these drawbacks.

Consistent use of well-planned group work should help your learners to become more familiar with what is involved and thus better placed to get the most out of it.

If you have EAL learners in your class, you should include them in your group work planning.

Specifically, ensure they can interact with learners who will be good role models for speaking and listening.

This has the double benefit of helping your EAL learners make progress in their English language development, while also picking up some of the ‘hidden’ rules of language that their peers use when they speak with each other.

Role Models: Example One

If you have more than one EAL learner in your class it may be helpful to place them in different groups.

This way, you will be maximising their exposure to accomplished English speakers and, if the groups are constructed carefully, strong role models.

You might make adjustments based on the relative capacities of your EAL learners.

For example, if one is at a higher stage of development than the other, it might be less pressing for them to be with multiple strong role models. Perhaps one will be sufficient, freeing up more for the learner whose skills are currently weaker.

Role Models: Example Two

This method of grouping allows EAL learners to experience a range of strong role models in one discussion activity.

Split the class into groups, ensuring you distribute your strongest speakers and listeners evenly.

Give each group a question to discuss.

After sufficient time has passed, choose one member from each group to stand up (here you will choose some, or perhaps all, of your strongest speakers and listeners).

Ask the people who have stood up to find a new group and to take their questions with them.

The reconstituted groups then discuss the new questions.

Repeat the process as many times as you wish.

On each occasion, your EAL learners are getting access to a different speaking and listening peer model, at the same time as the whole class is benefiting from the activity.

Role Models: Example Three

If EAL learners are at an early stage of development, it may be that their speaking and listening is in advance of their reading and writing.

Rather than working against this, work with it.

During certain written tasks, you might group EAL learners with strong speaking and listening role models and ask them to discuss the topic instead.

You could ask the group to work towards a joint written response, while still making clear the emphasis for them is on talking.

That way, your EAL learners can be fully involved, and one of their peers can take on the role of scribe.