From EAL Department to Multilingual School
Build shared language-aware routines across departments while retaining specialist expertise and evidence review.
Worked model: From EAL Department to Multilingual School
View the illustrated activity card
- 1Build shared language-aware routines across departments while retaining specialist expertise and evidence review
- 2Name responsibility, resources and a realistic review point
- 3Trial the action in one setting and collect access or participation evidence
- 4Revise the procedure from the evidence and communicate the agreed practice
“All teachers support language” becomes a practical expectation: identify the task’s language demand, provide one appropriate model and collect an individual response. A slogan alone does not establish practice.
Use the move
Prepare · 10 minutes
Choose one school procedure and identify what a teacher or family must actually do.
- 1
Build shared language-aware routines across departments while retaining specialist expertise and evidence review.
- 2
Name responsibility, resources and a realistic review point.
- 3
Trial the action in one setting and collect access or participation evidence.
- 4
Revise the procedure from the evidence and communicate the agreed practice.
EAL upgrade
Replace specialist-led reminders with a sustainable shared routine; retain review when evidence shows a barrier.
Keep the subject challenge. Offer one model, visual or language prompt where needed, then check a fresh independent response.
Try it tomorrow
Choose one school procedure and identify what a teacher or family must actually do.
Build shared language-aware routines across departments while retaining specialist expertise and evidence review. Name responsibility, resources and a realistic review point.
Ask whether staff can describe the action and whether learners can access the task more independently.
Replace specialist-led reminders with a sustainable shared routine; retain review when evidence shows a barrier.
What to look for
Ask whether staff can describe the action and whether learners can access the task more independently.
Teacher language
Adapt these prompts to the task and your learners.
Our purpose is: Build shared language-aware routines across departments while retaining specialist expertise and evidence review.
What action will happen, who owns it, and how will we check it?
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?
Apply in your setting
Apply to curriculum planning, assessment instructions and family communication; keep responsibilities explicit.
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.