When a newly arrived beginner in English arrives in your class or group, it may seem as if they can do nothing at all and will be unable to take part in normal classroom activities. It is important to remember that the pupil has already acquired fluency in their own language or languages, has developed many concepts in that language, and may also be literate.  It is important to remain positive towards them and their language and to display your confidence in their ability to learn English and to develop their learning in other areas as well.

Many newly arrived pupils initially go through a ‘silent period’ when they are watching, actively listening and ‘tuning in’ to the new language.  This period can occasionally last up to eighteen months.  Although pupils may not initially choose to communicate until secure in the new environment, they will be actively watching, learning and absorbing the new language from you, their peers and their surroundings. They will also be learning the ‘culture' of the classroom, so keep talking to them and including them. 

When teaching children who are starting to learn English, it is important to find out the extent of their former education, in particular if they are literate in their home language, if they have had any educational difficulties in their home country or if they have previously studied the subject offered on the school timetable. Whenever possible the pupil should be assessed in their own language.

Whatever the particular educational background of the beginner in English, there are certain classroom 'do's' which will help right from the beginning

• Make sure you know how to pronounce the pupil’s name properly and try to greet them at the start of each session.

• Make sure the pupil knows your name: introduce yourself and write your name for them.

• Prepare your class or group to be welcoming to the new pupil, and take time to explain that they have a complete and competent language of their own. 

• Prepare your classroom and make sure displays reflect an ‘inclusive’ approach through the use of multicultural and multilingual resources

• Make sure the beginner is seated where they can see you. Non-verbal communication, mime and gesture is very important at this stage, but ensure they are not alone.

• Moderate the speed of your spoken delivery.

• Sit the beginner with a sympathetic pupil who ideally shares their first language. The beginner may initially rely on translations and use their home language to contribute to lessons. If you or other adults in the classroom are bilingual in the pupil’s language, the task of involving them in your lesson will be even easier.

• Encourage the pupil to contribute in their first language. Use of their first language will support not hinder their learning of English, which is an important message to pass on to parents too.

• Don’t worry if they are initially silent or passive - they do not need to be speaking to be learning.

• Make sure you continue to talk to them,  react to their non-verbal responses and include them in class and group activities if they are going through the 'silent period' 

• Inability to communicate is frustrating for the beginner so try to teach them useful phrases such as: Yes  No  Thank you. I don’t understand. What’s this in English? I’ve finished. Hello.  Goodbye. Learning these phrases in the pupil’s language yourself will send a clear message that you value and encourage bilingualism.

• Teach the phrases that will enable the pupil to function effectively in the classroom and playground as quickly as possible.

• All attempts at speech should be encouraged and praised but avoid putting too much pressure on the pupil to speak before they are confident to do so.

• Give the pupil the opportunity and enough time to respond to questions, starting with simple closed questions, but it's better to ask them AFTER they have heard another pupil 'model' a similar answer.

• Take steps to include the pupil and involve them in classroom routines, such as giving our equipment and collecting books so they have the opportunity to make contact with other pupils.

Complete beginners in English will be able to take an active part in many practical sessions immediately. However adapting to a strange environment, a new language and culture will also be very tiring for the pupil and they may need to have an opportunity to ‘switch off’ from the demands of the curriculum through ‘quiet’ or independent activities.  Some schools use a beginners real or virtual pack for this. 

Classroom strategies and activities in the early days should 

• make the pupil feel secure and valued in the new environment
• allow the pupil to participate and interact
• help the pupil  to achieve