EAL

EAL – English as an additional language provision at the Gateway Academy

EAL learners are a very diverse group. The government definition of an EAL learner includes anyone who has been exposed to a language other than English during early childhood ‘and continues to be exposed to this language in the home or in the community’. This includes, for example:

  • new arrivals from abroad who speak little or no English
  • children or young people from other countries who are in the UK for a limited time, for example if they have a parent who is studying here, who have been educated in an English-medium school abroad and are fluent in several languages
  • young people who were born in the UK and speak English most of the time at home and school, but who also speak another language occasionally to extended family members.

The Gateway Learning Community is a partnership of multicultural schools in Tilbury and Chadwell St. Mary that are working together with students from 40 different countries in attendance. Our students come from a wide variety of backgrounds. As well as our British population, we count among our numbers: EU Migrants; Refugees; those seeking asylum; and British-born children who speak a language other than English at home. Around 45 different languages are spoken by our students across the GLC.

The role of the school’s EAL department is not only to welcome and integrate new arrivals, but to support and challenge them across all curriculum areas. We aim to promote English language acquisition alongside academic achievement.

We recognise the difference in children’s backgrounds and circumstances and offer support through a fusion of taught English lessons, focused intervention sessions, in-class support, differentiated resources and personalised curriculums. We believe that our approach allows each of our students to access an enjoyable, useful and successful school experience.

Our aim at the Gateway Academy is to welcome, value and support our EAL children and their families. All teaching staff are aware of the need to provide an education for all of the pupils in their classrooms and have an inclusive curriculum. We have created a welcoming environment and ethos that includes establishing strong links with parents / carers and their communities. The home languages of our EAL students are valued. We feel that having children who speak many different languages enriches our school community.

We currently have 161 (16.11%) EAL students and 40 different languages that are spoken across the Gateway Academy. The main languages spoken are Lithuanian (27 students), Polish (19 students), Yoruba (14 students), Igbo (10 students), Bengali (7 students), Bulgarian (7 students), Italian (6 students), Portuguese (6 students), Nepali (5 students), Romanian (5 students),  Albanian (5 students), French (4 students), Turkish (4 students), Panjabi (3 students), Thai (3 students).

Members of the EAL team:

GLC EAL Coordinator: Mrs L. Malovcova (speaks Slovakian, Czech and Polish)

We are also lucky enough to have other staff across the GLC who are not part of the team, but who are happy to assist us in our work. They speak Polish, Spanish, Portuguese, French, Lithuanian, Afrikaans, German, Chinese, Punjabi, Urdu, Hindi etc. 

Depending on the level of need, pupils are offered weekly individual or small group lessons in speaking, listening, reading and writing and more advanced EAL learners are offered curriculum support both in class and in withdrawal groups. Our GLC EAL coordinator Mrs. Malovcova assess new EAL arrivals and tracks their progress using Thurrock EAL Assessment Pack:  Strategies for achieving QCA steps and levels and Individual EAL Pupil Record

There is an EAL class where children can come to work and find staff if they need their support.

The role of the school’s EAL department is not only to welcome, integrate and assess new arrivals, but to support and challenge them across all curriculum areas. We aim to promote English language acquisition alongside academic achievement.

Our EAL programme for students new to English:

Unit intro – alphabet & phonics resources

Aim: Teach letters of the alphabet


Unit  – Greetings - Hello

Aim: Teach basic greetings – Hello, Hi, Goodbye etc.
Aim: Dialogue

Unit    – What’s your name?


Aim: To teach students how to say their names.

Unit    – How old are you?

Aim: Teach students how to say their age and learn numbers 1 to 10.
Aim: Practice numbers vocabulary through reading and writing.


Unit  – Simple Instructions

Aim: Support students during lesson, playtime and lunchtime.
Aim: Playground Fans – designed to help students communicate basic needs and problems that may arise during the day.  Can I go to the toilet? I am hurt. I feel ill. Can I have a drink please? I need somebody to play with. I need a help.  Etc.

Unit    – Numbers – How many?


Aim: Teach students how to count from 1 to 10, 10 to 20.

Unit – Colours – What colour is it?

Aim: Teach students how to describe things through colours.
Aim: Teach colours vocabulary
Aim: Teach colours through a colours songs
Aim: Practise motor skills for pre-schoolers


Unit – Fruits – I like apples

Aim: Teach students names of fruits and how to express likes.
Aim: Teach Fruits and colours through writing and reading practice
Aim: Teach students parts of the body.


Unit – Actions – I can, I can’t

Aim: Teach students how to express ability using simple action verbs.
Aim: Action verbs – write, read, listen, wait, swim, run, sing, dance etc.

Unit – Animals – Farms Animals


Aim: Teach students how to express preference by using vocabulary related to farm animals.

Unit  – Family Members


Aim: Teach words and expressions used when describing family.

Unit  – School bag


Aim: To teach words and expressions related to classroom items.

Unit  – Actions – Can and Can’t


Aim: Teach action verbs

Unit  – Shapes & Sizes


Aim: Teach various shapes and adjectives to describe size.
Unit  – Demonstrative Pronouns – This/That/These/Those Aim: Teach singular and plurals of nouns and demonstrative pronouns.

Unit  – Numbers – 20 to 100


Aim: Teach numbers 20 to 100 and pronunciation differences between long and short vowels.

Unit – Toys – Where is it?


Aim: Teach words and expressions related to toys and to ask where things are.
Unit  –  Days of the week and weekly activities Aim: Teach days of the week and some things we do weekly.

Unit -   Weather – What’s the weather like? Sunny, cloudy, windy, snowing, raining, etc.

Aim: Teach students how to ask about the weather and describe it.
Aim: Dressing for the weather – umbrella, raincoat, sweater, put on, take off etc.

Unit  -   Food – What do you want to eat Aim: Teach students about the things we eat and express want
Unit – Pets, describing pets – parrot, cat, snake. Why do you like dogs? Aim: Teach names of pets and give a brief description of pets using personality adjectives – cute, friendly, playful, lazy etc.

Unit – Time – What time is it?

Aim: Teach students how to tell the time and also how to talk about daily routines.
Aim: Teach students how to tell the time using quarter to/past/ Half past etc.

Unit – Months & birthdays – When is your birthday? Aim: Teach students months of the year and how to tell dates using months and ordinal numbers.
Unit – Jobs – What people do? Aim: To teach students how to describe jobs using action verbs – police officer, fire fighter, dentist, doctor, teacher, hospital, appointment, restaurant etc.
Unit – Actions – What are you doing? Aim: Students will learn how to describe actions in progress using the present progressive – ing – sleeping, eating, drinking etc.
Unit – Transport – How do you come to school? Aim: Teach students different means of transport and talk about going around.

Unit – Clothes – What are you wearing today?


Aim: To learn to describe what someone is wearing.
Unit – Where is it? – At home Aim: Teach children prepositions of place, alongside rooms and things at home – bedroom, bathroom, kitchen, watching TV, sofa etc.

Unit – Vegetables – How much are the carrots?

Aim: Teach students vegetable vocabulary and how to go shopping for veggies.
Aim: Teach students extra vegetable vocabulary – cauliflower, broccoli etc.


Unit – Weather and clothes - Put on your sunglasses.

Aim: Teach students how to talk about clothes relative to the weather.


Unit - Zoo – What does a panda look like?

Aim: To teach students how to describe zoo animals by what they eat and look like.
Aim: Animal worksheets: Farm animals, cow, horse, chicken, dog, cat

Unit – English Grammar: Developing English program  

Our EAL program for students Developing English: 

  • Nouns, pronouns, object pronouns, possessive pronouns, reflexive pronouns
  • This / That / These / Those
  • Present Tense (Simple Present)
  • Present Continuous Tense
  • Have / Has / Have got / Has got
  • Definite and Indefinite Articles (a / an, the)
  • Verbs / Auxiliary Verbs, Questions
  • Passive Voice
  • Prepositions
  • The Past Tense (Simple past)
  • Past Continuous Tense
  • Possessive Adjectives / Pronouns
  • Be – Past Tense
  • Can / Can’t
  • Want / would like / need
  • Verb DO (negative, questions)
  • Present vs. Past
  • Present continuous vs. Past continuous
  • Much / Many, Little / Few, A lot / Some / Any
  • The Future Tense (Future Simple)
  • Future continuous Tense
  • The ‘going to’ future
  • Present Perfect Simple
  • Present perfect Continuous
  • Adjectives
  • Conjunctions
  • Infinitives
  • Gerunds
  • Used to, (be) used to
  • Opposite Adjectives
  • Go + verb
  • Questions with DID (past tense)
  • Have – Present & Past tense
  • The comparative Form
  • The Superlative Form
  • Past vs. The Past Continuous
  • Modal Verbs (can, will, may, shall, could, would, should, might, must)
  • Idiomatic Modal Verbs (be) going to (will), (be) able to (can), have to (must)
  • Perfect Modal Verbs (could have, should have, would have, may have, might have, must have & negative)
  • Present & Past Perfect Continuous
  • Phrasal Verbs
  • Past Perfect Simple
  • Past Perfect Continuous
  • Adverbs (Comparative, Superlative)
  • The Passive Voice  (The Present Passive, The Past Passive, The Future Passive)
  • Irregular Verbs
  • Simple sentences / Clauses / Phrases
  • Compound sentences
  • Complex sentences
  • The sequence of tenses
  • Reported speech / Indirect Speech
  • The Future, Present, Past Conditional
  • For / Since, Some / Any, Much / Many, Borrow / Lend, Too / Enough
  • This / These, That / Those
  • Part of Speech (Noun, Adjective, Pronouns, Numerals, Verbs, Adverbs, Prepositions, Conjunctions, Particles, Interjection)
  • Punctuation
  • Plurals
  • English Sentence Builder

EAL Resources:

  • My Bilingual Talking Dictionary & Talking pen – Mantralingua available in 35 dual language editions
  • 1000 Words in English
  • Project 1, 2, 3 Student’s book and Workbook – Tom Hutchinson
  • Bilingual dictionaries
  • Orchard Games
  • English Grammar in Use – Raymond Murphy
  • English Sentence Builder – Ed Swick
  • English Pronouns and prepositions – Ed Swick
  • Opportunities: Pre-Intermediate by Harris, David Mower, Anna Sikorzynska

Community Languages GCSE

Year 11 students who are bilingual in particular languages, such as German, Portuguese, Spanish, French or Polish, have an opportunity to gain an extra GCSE.

Some languages including Polish, German, Italian or Urdu require the students to complete controlled assessment tasks in Speaking and Writing, whereas others are exam based.

The exams consist of tasks covering: Reading, Writing, Speaking and Listening

In order to be successful in any of the Community Languages GCSE the students must be competent in English as well.

The most common achievement for the Community Languages GCSE is A* or A score.

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