The power of small group pedagogical strategy

Enhancing academic performance and supporting overall well-being and integration.

Smaller groups increase learning success

The Bell Foundation reminds us that “EAL learners have a dual task at school: to learn English (language) and to learn through English. For this reason, EAL teaching aims to teach English using the mainstream curriculum as the context.” 

When designing and implementing small group EAL learning therefore, it should always be focused on development of the language skills and structures that facilitate mainstream progress.

So what do we need to consider when designing small group support with impact?

As a mainstream English and also English as an Additional Language (EAL) teacher, I have seen first-hand the impact of a pedagogical strategy that includes one-to-one or small group focused language-learning with integrated, inclusive mainstream education, where learners are pre-taught and given opportunities to practise, consolidate and revisit the vocabulary, concepts and language structures of the mainstream curriculum. This approach is effective in catering to the unique needs of multilingual learners, who may require targeted and personalised language support in order to achieve their full potential academically.

One of the benefits of small group input alongside an integrated mainstream approach is how it facilitates tailored instruction to the individual needs of each student; in a one-to-one or small group setting. Language learning progress is generally not linear or consistent across all four skills at the same time (hence “jagged profiles”) so with small group pedagogy I find I can closely monitor each student's progress and adapt my teaching methods to suit - a process which ensures students receive the specific support they need, at the appropriate time they need it, whether it's in vocabulary development, grammar, pronunciation, or comprehension.

Smaller settings can allow for more opportunity for interactive and engaging learning experiences too. Multilingual learners benefit greatly from increased opportunities to speak and practise English ‘in real life’ or “authentic” scenarios, something which again, we can support access to, in a more responsive way, during smaller-group tailored learning.

Frequent practice with authentic language is crucial for language development as it builds confidence and fluency. The personalised attention learners can receive when working in a small group can help to create a safe and supportive environment where learners feel comfortable making mistakes and learning from them – a hugely important part of any learning process!

Another critical aspect of small group pedagogy is the ability to build strong relationships with students. Trust and knowing your students is essential for effective teaching and learning, particularly for EAL students who may feel vulnerable or isolated in a new linguistic and cultural environment.

In a one-to-one or small group setting, us teachers have an amazing opportunity to get to know our students really well, understanding their backgrounds, interests and learning styles. This knowledge allows us to create lessons that play to students’ strengths and facilitate us to apply a strengths-based approach to learning.

In addition to the academic benefits, this approach can also significantly support the emotional and social development of EAL students. Within smaller settings we may find it easier to quickly embed the secure sense of community and belonging, which is vital for students who are navigating the challenges of adapting to a new language and culture. Small group input may provide a space where students can connect with each other, share their experiences, nurture home languages and support each other. This social interaction is crucial for building confidence and developing the communication skills necessary for successful integration into the wider school community as part of a graduated approach to mainstream success.

The flexibility of one-to-one or small group instruction can allow for the incorporation of a variety of adaptive, timely teaching resources and methods. This adaptability is key in supporting the diverse needs of EAL students. Whether it's through the use of technology, hands-on activities, or culturally relevant materials, we can employ a range of strategies to keep students engaged and motivated. This flexibility also enables us to adjust the pace of instruction to match each student's learning speed, ensuring that they are neither overwhelmed nor under-challenged.

Let’s remember - interventions must be inclusive in order to be effective, with learning activities targeted based on a holistic assessment of students’ proficiency in English and ability to access and engage with the curriculum content in other subjects. And we understand as well that small group support is not always available OR the most appropriate pathway for every student; there is no “one size fits all” approach to teaching and learning.

A pedagogical strategy that includes curriculum-focused and bespoke language input alongside personalised instruction, increased interaction, and the development of strong teacher-student relationships, can however provide the essential foundations for effective language learning. This approach not only enhances learners’ academic performance but also supports their overall well-being and integration into the school community. As educators, it is our responsibility to provide the best possible learning experiences for all students, and this strategy can offer a powerful tool in achieving that goal.