WHAT THE EXPERTS SAY....


HARNESSING A SUPERPOWER: HOW ORACY CAN BE USED TO UNLOCK THE CURRICULUM FOR EAL LEARNERS


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Comment by JULIA TRICKEY, PGCE Primary with QTS Programme Lead at University of Derby Focus on vocabulary to strengthen learning


aving English as an Additional Language (EAL) is a superpower, but how can we use talk to help young pupils unlock its full potential? Through high-quality talk, explicit vocabulary instruction, and purposeful opportunities to practise new language, children who use EAL develop the confidence and academic language they need to thrive across the curriculum. We share examples from our teacher training programmes and partner primary schools across Derby.


What do trainee teachers need to learn about effective EAL pedagogy?


The Initial Teacher Training and Early Career Framework promotes the inclusion of oracy within the trainee teacher curriculum, building understanding and proficiency in enabling effective classroom talk. Early career teacher surveys often highlight a dip in confidence when teaching learners who use EAL.


At the University of Derby, as a Centre of Expertise for The Bell Foundation, we champion the contributions multilingual classrooms can bring to trainee teachers. We embed opportunities to experience adaptive EAL pedagogy in authentic classroom contexts, with The Bell Foundation’s five principles for effective EAL pedagogy incorporated throughout our ITE curriculum.


It is critical that trainee teachers receive authentic experience and training focused on multilingualism. During an Intensive Training and Practice week, trainees observe, analyse, prepare, enact, and reflect on EAL-specific pedagogy in our language-rich partner schools. They explore how to value multilingualism as an asset while maintaining high expectations for all learners. This includes community events and the use of dual-language texts and home languages in classroom tasks. By observing expert mentors, trainees explore how to enrich the curriculum and empower learners to build language proficiency. Trainees also examine effective communication during a focused Communication and Language learning day, considering how socially inclusive and accessible talk helps children build connections. For some, time in our partnership schools is an eye-opener to the diversity within classrooms. Following these experiences, trainees report feeling ‘more confident in teaching pupils using EAL’.


Is your delivery comprehensible for all learners? The narrative around EAL pupils often focuses on barriers they may face when accessing learning. However, we should also consider whether practitioners might unintentionally prevent children from unlocking their ‘superpowers’.


Comprehensible classroom language helps create an inclusive environment for all ages and abilities. Practitioners should consider not only what they say, but how they say it. The speed of speech can significantly affect children’s understanding, while hesitation and unclear utterances can make it difficult for pupils who use EAL to identify the key message.


We should also consider our use of colloquialisms and idioms. Phrases such as ‘break a leg’ and ‘it’s a piece of cake’ may be misunderstood by children who interpret language literally. Similarly, complex sentences containing multiple clauses can increase the cognitive load for pupils who are still developing proficiency in English.


At St Peters CE Junior School in Derby, staff have made learning more comprehensible through visual supports, pre-taught Tier 2 vocabulary, sentence stems, and structured scaffolds. Key vocabulary is displayed and revisited regularly, while word banks, personalised dictionaries, writing frames, and modelled examples support independent learning. During reading and comprehension activities, pupils rehearse responses orally before writing using the ‘I do, We do, You do’ approach. Feedback shows that these strategies have increased confidence, reduced anxiety, and supported more effective communication.


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At Firs Primary School in Derby, children speak 52 different languages. Each year, they are assessed three times using The Bell Foundation Assessment Framework to identify English language development and support needs across speaking, listening, reading, and writing. Assessments and ongoing monitoring showed that many children had strong social language skills, but vocabulary gaps were more evident in their academic language proficiency.


Following a review of vocabulary teaching, we identified the need to place greater emphasis on Tier 2 cross-curricular vocabulary, as these words are closely linked to academic success. Using Beck et al.’s research, we explored three vocabulary tiers: Tier 1, basic everyday words such as fruit; Tier 2, academic vocabulary such as evaluate; and Tier 3, subject-specific terminology such as ingredient. This framework enabled teachers to identify high-value curriculum words and create language-rich environments that support both language development and academic achievement.


We carried out an action research project, selecting a sequence of lessons and identifying six Tier 2 words. Following a consistent routine based on the EEF’s Vocab in Action approach, we pre-taught each word using a definition, example, and non-example. Stem sentences supported rehearsal, followed by retrieval activities that enabled children to reuse words in talk and writing. The sequence ended with an exit ticket to check understanding through misconception checks, application, recall, and assessment.


As a Voice 21 school, staff found that building time into lessons to discuss Tier 2 vocabulary explicitly supported children’s understanding of word meanings. Through morphology and etymology, pupils developed a deeper understanding of word origins and structure. Strategies such as Word Aware and non-examples further supported vocabulary development. New vocabulary was revisited through quizzes, challenges, and retrieval activities during morning routines, helping children retain and use language confidently.


Our action research showed that combining explicit vocabulary instruction with oracy opportunities improved children’s use of academic language. Pupils became more confident using Tier 2 vocabulary in discussions and writing. Regular rehearsal, revisiting, and application helped them remember and use ambitious language more independently, strengthening communication and supporting access to the wider curriculum.


Since then, teachers across the school have adopted this approach in their planning, carefully selecting Tier 2 vocabulary and embedding opportunities to revisit and retrieve words through discussion, challenges, and short retrieval activities.


In conclusion, these examples from our partner schools show how assessment, planning, and classroom practice can remove barriers and help pupils access the curriculum more successfully. Combining oracy with explicit, consistent vocabulary teaching enables multilingual learners to unlock their full potential. By reducing cognitive load without lowering challenge, schools can create a low-threshold, high-ceiling approach that supports all children to participate, achieve, and succeed.


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