English Only Isn't a Strategy
Choose language use according to the learning purpose instead of treating an English-only rule as the teaching strategy.
Worked model: English Only Isn't a Strategy
View the illustrated activity card
- 1Choose language use according to the learning purpose instead of treating an English-only rule as the teaching strategy
- 2Allow purposeful discussion, reading or notes in a useful language
- 3Collect the English terms or sentence needed for the shared output
- 4Check the concept again through the final response, not translation alone
Learners discuss why the plant grew differently in a shared home language, then connect their explanation to light, photosynthesis and growth in an English response. The language choice supports the same scientific reasoning.
Teach the move
Prepare · 5 minutes
Choose a clear purpose for home-language use and an explicit return to the shared task.
- 1
Choose language use according to the learning purpose instead of treating an English-only rule as the teaching strategy.
- 2
Allow purposeful discussion, reading or notes in a useful language.
- 3
Collect the English terms or sentence needed for the shared output.
- 4
Check the concept again through the final response, not translation alone.
EAL upgrade
Reduce the supplied English bridge as learners can select the terms themselves.
Keep the subject challenge. Offer one model, visual or language prompt where needed, then check a fresh independent response.
Try it tomorrow
Choose a clear purpose for home-language use and an explicit return to the shared task.
Choose language use according to the learning purpose instead of treating an English-only rule as the teaching strategy. Allow purposeful discussion, reading or notes in a useful language.
Ask for an independent explanation or diagram after the language bridge.
Reduce the supplied English bridge as learners can select the terms themselves.
What to look for
Ask for an independent explanation or diagram after the language bridge.
Teacher language
Adapt these prompts to the task and your learners.
Our purpose is: Choose language use according to the learning purpose instead of treating an English-only rule as the teaching strategy.
Which language helps you think, and what will you bring into the shared response?
Try the new case on your own. Show the detail or reasoning that supports your answer.
Which support do you still need, and which part can you now do independently?
Across subjects
Maths: plan a method in a familiar language, then justify with notation and key English terms. Humanities: research in another language, then attribute evidence in the shared response.
Adjust language support
Use a small word bank, visuals and partner rehearsal when needed. Extend with precise explanations and qualifications. Judge the support from the response to this task.