2.4 Describe the strategies that support the learning and language development of individual bilingual learners

This guide will help you answer 2.4 Describe the strategies that support the learning and language development of individual bilingual learners.

Bilingual learners are children who use more than one language in their daily lives. Some may speak one language at home and another at school. Others may have learned two languages from an early age. Supporting them in the classroom means helping with both academic learning and language growth. This is done by using clear strategies that build understanding, confidence, and communication skills.

Different learners will have different needs. Their age, stage of language development, and cultural background can shape how support is given. Staff must adapt their approach and make sure the learner feels included in all aspects of school life.

Building an Inclusive Classroom Environment

An inclusive environment means all learners feel valued and respected. Bilingual learners will develop more quickly if they feel safe to use their home language as well as English.

Ways to make the classroom inclusive:

• Display signs, labels, and posters in both English and the home language
• Use bilingual books and audio resources
• Celebrate cultural events and traditions
• Pair learners with supportive peers for activities
• Use visual aids and symbols alongside written text

Inclusion encourages a positive attitude to language learning. It lowers anxiety and builds the learner’s willingness to participate.

Encouraging Use of the Home Language

The home language helps the learner to think, plan, and understand new concepts. It supports identity and learning connections. Staff can encourage its use by:

• Allowing the learner to complete some work in their home language before translating into English
• Providing bilingual dictionaries or translation tools
• Communicating with parents or carers in the home language where possible
• Encouraging peer support from classmates who share the language

This strengthens learning because the learner understands ideas in one language before transferring that knowledge to another.

Using Visual and Practical Resources

Bilingual learners benefit from teaching resources that do not rely only on text. Visual aids and practical tasks help them understand meaning without needing every word explained.

Useful ideas include:

• Pictures, diagrams, and charts to show processes
• Real objects for science experiments or maths activities
• Videos with subtitles
• Graphic organisers showing key points
• Flashcards with pictures and words

By linking new words to images or objects, the learner can remember and use them more quickly.

Adapting Instructions

Simple, clear instructions help bilingual learners to follow tasks. Avoid long sentences or idioms that may cause confusion.

Strategies for giving instructions:

• Break tasks into small steps
• Repeat important information
• Check understanding by asking the learner to explain the task in their own words
• Use gestures or demonstrations
• Write key words on the board for reference

This approach reduces misunderstandings and increases confidence.

Linking New Learning to Previous Knowledge

Bilingual learners may have useful knowledge from previous schooling or life experiences. Linking new work to what they already know makes learning easier.

Examples:

• In maths, relate unfamiliar problems to ones already understood in their home language
• In history, connect UK events to similar events in their own country
• In science, refer to experiments they may have seen before

Recognition of prior learning helps to bridge gaps. It ensures the learner’s existing skills are valued.

Peer Support and Cooperative Learning

Working with others in mixed groups benefits bilingual learners. They can observe how peers use language. They learn how classroom tasks are approached.

Helpful strategies:

• Pair the learner with a skilled English speaker for group work
• Use “buddy systems” where peers help with both academic support and social integration
• Organise small group discussions so the learner can practise speaking in a less formal setting

Peer interaction improves language skills and builds friendships.

Scaffolding Language Learning

Scaffolding means giving temporary support until the learner can work independently. It is useful for both oral and written language tasks.

Scaffolding can include:

• Sentence starters to help with speaking and writing
• Word banks of topic-related vocabulary
• Plans or templates for structuring writing
• Guided reading with discussion before and after texts

Remove the scaffolding gradually as the learner gains confidence.

Using Repetition and Reinforcement

Language develops through repeated use of words and structures. The classroom should give regular chances to hear, see, and say new language.

Techniques:

• Repeat key vocabulary often during lessons
• Use topics across several lessons so vocabulary stays familiar
• Encourage the learner to practise new words with different partners
• Review learning at the end of lessons with quick quizzes or games

Repetition helps learners to remember and apply language correctly.

Modelling Language Clearly

Adults should model language by speaking clearly and at a suitable pace. This gives learners a pattern to copy.

Good modelling practice:

• Use accurate grammar and clear pronunciation
• Add gestures when possible to show meaning
• Emphasise important words
• Demonstrate how to answer questions in complete sentences
• Speak naturally but avoid slang and colloquial phrases that may confuse

Listening to clear examples makes it easier for the learner to imitate and understand.

Encouraging Active Participation

Bilingual learners may be shy about speaking English. Active participation helps them to practise and improve.

Ways to encourage participation:

• Ask open questions that need more than a yes or no answer
• Give the learner time to prepare answers
• Use games and role play to increase speaking opportunities
• Praise effort and progress, even if the answer is not perfect

Active use of language builds skill faster than passive listening alone.

Differentiating Work

Differentiation means adjusting tasks to suit the learner’s level of language and subject understanding. Tasks should be challenging but achievable.

Examples of differentiation:

• Provide writing frames to guide sentence construction
• Use simpler texts with added glossaries
• Allow oral presentations instead of written reports for some tasks
• Adapt assessment formats so the learner can show understanding without relying only on English fluency

This ensures the learner can fully take part and show their knowledge.

Working With Families

Families are a valuable source of support for bilingual learners. Maintaining good communication helps reinforce learning at home.

Approaches:

• Share key vocabulary lists with parents or carers
• Encourage reading in the home language and English
• Invite family members to share cultural experiences with the class
• Explain school routines and expectations clearly to avoid confusion

Parents feel more confident supporting their child when they understand what is happening in school.

Recognising Cultural Differences

Culture can influence behaviour, communication styles, and learning preferences. Staff should be aware of these differences to avoid misunderstandings.

Examples of cultural considerations:

• Understanding festivals and religious practices
• Respecting differences in eye contact or body language
• Knowing that some learners may be unused to group discussion or debate
• Recognising varied attitudes to authority and questioning

Respect for the learner’s background makes them feel valued and respected.

Monitoring Progress

Bilingual learners may progress at different rates in their subjects compared to language skills. Keep track of both aspects.

Ways to monitor:

• Assess subject knowledge separately from language ability
• Use informal observation as well as formal testing
• Record improvements in speaking confidence, vocabulary use, and comprehension
• Meet regularly with the learner to discuss their progress

Monitoring ensures support can be adjusted when needed.

Supporting Learners New to English

Learners at the very early stage will need extra support. They may be silent at first while they listen and process language.

Helpful strategies:

• Give plenty of listening time without pressure to speak
• Use simple language with repeat structures
• Provide bilingual resources for early topics
• Pair with a peer who speaks the same home language if possible
• Integrate physical activities like art, sport or music where language demands are lower

Gradually increase language tasks as confidence grows.

Promoting Confidence

Confidence has a direct effect on language development. Encourage risk-taking in speaking and writing without fear of making mistakes.

Methods to build confidence:

• Praise effort and improvement rather than accuracy alone
• Correct gently and constructively
• Allow alternative ways to express ideas
• Celebrate milestones in their language use

A confident learner will participate more and progress faster.

The Role of Technology

Technology offers many tools for bilingual learners. It can support independent study and give access to bilingual materials.

Some useful tools:

• Online bilingual dictionaries
• Apps for vocabulary building and grammar practice
• Subtitled educational videos
• Voice recording tools to practise speaking
• Interactive games that reinforce language skills

Technology can supplement classroom work and give extra practice.

Final Thoughts

Supporting bilingual learners means meeting both their learning needs and their language needs. Strategies should promote inclusion, value their home language, and make lessons clear and engaging. Practical resources, peer support, and differentiated tasks make it easier for them to take part and succeed.

Progress takes time and depends on continued encouragement from staff and family. Celebrating cultural identity and building a safe learning environment will motivate bilingual learners to use both languages with confidence. This combined approach leads to better learning and stronger language development.