Substitution tables are an excellent way of providing scaffolding for EAL learners to generate simple sentences orally or in writing. For example, GCSE poetry resources, such as Poppies by Jane Weir, identify key words and phrases for EAL learners to look up before or while reading the poem. This way the learner is using what they already know in their first language as a scaffold for their learning. Translated vocabulary could be provided or learners could use a bilingual dictionary to find out the meaning of target language. Teach key words and phrases in the learner’s first language in preparation for a task. Scaffolding is important at all ages, in all subjects and at all stages of English language proficiency, but especially the earlier stages. Providing language prompts and frames for speaking and writing.Using visuals and graphic organisers such as pictures, models, diagrams, grids, tables and graphs to support understanding.Incorporating collaborative group or pair work into lessons.Activating prior knowledge about a new topic to create a context for the new learning.Encouraging learners to use their first language skills.Modelling and demonstrating language orally or in writing to the learner.Scaffolding language and learning includes such strategies as: This idea is integral to the learning of a language, as learners who are the New to English, Early Acquisition and Developing Competence stages of English language proficiency will need more scaffolding in terms of support for their language development. Inexperienced learners learn from working with someone more experienced than themselves as they are ‘scaffolded’ by their knowledge and expertise. Scaffolding means providing temporary support for an inexperienced learner in order to help them to complete a task or acquire a skill, and then gradually withdrawing that support.

Scaffold meaning in edu