Imagine sitting down to do some work and having the whole thing presented to you in Ancient Greek.

You must somehow translate the symbols on the paper in front of you in order to complete the task. Where would you begin? How would you feel? Bewilderment would quickly give way to frustration. And from there, things can spiral downwards.

It’s an extreme example, but for learners with English as an additional language (EAL), this can be a familiar experience. In our classrooms, we need to do everything we can to support them. Here’s how:

1. Language passports

The pupil collects words and phrases across the curriculum in a “language passport” with translations into their first language. Focus on a limited number per week and build up their vocabulary over time.

2. Focus on where the child excels

One pupil may be confident in trying out spoken English, but be unwilling to produce writing. Another may listen attentively but silently, while showing clear engagement with print. Praise in specific areas in which the child is engaging is really useful.

3. Make sure learning is reciprocal

We have spent many happy hours in our class replicating traditional Afghan embroidery with the help of parents. Linking language and culture, coupled with the opportunity to teach classmates a thing or two, helps to dispel the fear of failure.

4. Communicate with parents

Invite parents into your school community. They might appreciate the opportunity and bring their own skills. We had a father who had been a surgeon in Libya, as well as a mother who was an air-traffic controller.

5. Provide pupils with other ways to show understanding

Oral presentations and arts and crafts are great ways of showing understanding without relying on written English.

6. Supplement lessons with images

Pictures and photographs can help all learners make more sense of new information when they are used well. For those with EAL, they can be a lifeline.

7. Don’t succumb to poor practice

I once visited a school where two Lithuanian girls were new in Year 3. They smiled shyly to each other from across the classroom. At playtime, a teaching assistant got them to play a game. I asked the teacher why they weren’t placed together in class. The answer? Because they’ll talk. In Lithuanian. Perish the thought. Allowing children to communicate with each other in their first language brings great success. Embrace those differences and don’t miss wonderful opportunities.

Lucy Moss is a key stage 2 leader in an inner-city primary school