: Making words visible: How explicit vocabulary teaching and dual coding support EAL writers Making informed decisions about which vocabulary to teach, how to teach it, and the level of scaffolding required.

In state-funded primary schools in England, over 1 million pupils have English as an Additional Language (EAL), with hundreds of thousands more in secondary schools (DfE, 2024). Alongside the well-known word gap, this shows why it’s so important to ​“drop the kerb” in our teaching — removing barriers so every pupil can access learning fully.

When I began teaching a Year 6 class where 71% of pupils were classified as EAL, many of them new to English, it quickly became clear: vocabulary was the biggest hurdle. Before my pupils could engage with any lesson content, they needed to recognise, say, understand, and use key words.

It’s not just about memorising words. Vocabulary underpins reading comprehension, writing, reasoning, and understanding the world around us (DfE, 2022). Research shows that pupils with stronger vocabularies not only perform better academically but persist longer in education (Cambridge University Press, 2016).

One moment that made this power of vocabulary crystal clear happened during a grammar lesson. I was introducing the word noun, using the pre-prepared vocabulary card, with the word, the word translated into the native language of some, the definition, a widgit image, some real-life images of a person, a school, and a chair. I used the my turn – your turn approach, with a choral response. Following this, I asked pupils to identify the nouns in a dual-coded sentence I wrote: ​“The girl ran to the school.” A pupil, who usually struggled with language acquisition, was able to successfully identify the nouns by pointing to the pictures. That instant showed me how explicitly connecting a word to meaning, visuals, and context can turn abstract grammar into something tangible — and spark real understanding.

Understanding EAL proficiency is key and although EAL is often treated as a single category, the DfE identifies five stages of English language proficiency: new to English, early acquisition, developing competence, competent, and fluent (DfE, 2016). Recognising these stages enables teachers to make informed decisions about which vocabulary to teach, how to teach it, and the level of scaffolding required.

Beck, McKeown, and Kucan (2013) provide a practical framework for prioritising vocabulary:


Tier 1: Everyday spoken words (e.g., run, happy, big), which some EAL pupils may still need to learn explicitly.

Tier 2: High-utility academic words (e.g., compare, consequence, analyse) that appear across subjects.

Tier 3: Subject-specific technical terms (e.g., evaporation, democracy, photosynthesis).


In my experience, although teaching tier one words is needed, EAL children often pick up these words once fully immersed in the classroom, but it is the explicit teaching of tier 2 words that have the greatest impact. These words generally appear frequently in instructions, test questions, and writing tasks but are less likely to be acquired through exposure alone.

The Education Endowment Foundation (EEF) Improving Literacy in Key Stage 2 Guidance Report highlights that explicit vocabulary instruction and structured support for writing are high-impact approaches (EEF, 2020). In practice, I use the following strategies:


Identifying and Modelling Key Vocabulary

Key words are introduced deliberately, with meaning explained, examples given, and non-examples shared. Visual word banks remain visible throughout lessons, reducing cognitive load and supporting retention.


Dual Coding: Pairing Words with Visuals

Pairing language with images, diagrams or gestures helps pupils anchor meaning (Paivio, 1991). Consistent dual coding across subjects ensures vocabulary is accessible and memorable. Each word that is presented to children has the word at the top, underneath is the translated word in the native language of the child, complete with an image that best represents the word, along with a widgit (communication friendly tool), a definition, synonyms (where appropriate) and the word in context in a sentence. Ensuring that this example of dual coding is consistent for all words across all curriculum subjects is key, as this further reduces the cognitive load of the student.


Connecting Vocabulary to Writing

Vocabulary instruction is closely linked to writing tasks. Sentence starters, word banks, and structured oral rehearsal allow pupils to practise using new words in context, bridging the gap between recognition and application.

The more opportunities children have to apply and use their new words, the greater the chance is at them retaining this knowledge.


Scaffolding Success

Complex writing tasks are broken into manageable steps, with prompts, models, and guided practice. This drops the kerb without lowering expectations, ensuring pupils remain challenged but supported.


Promoting Inclusion

Explicit vocabulary teaching benefits all learners, not only EAL pupils. The Bell Foundation (2018) emphasises that social inclusion and experiences of success are core principles of effective EAL pedagogy. When pupils can understand and use key vocabulary independently, their engagement, confidence, and participation increase across the classroom.

Language is not only a tool for academic access; it is fundamental to social inclusion, enabling pupils to build relationships, develop a sense of belonging, contribute to their own identity and see themselves as valued members of the classroom and school community.

Explicit, carefully planned vocabulary instruction — guided by Beck’s tiers and supported through dual coding and writing scaffolds — is central to an equitable curriculum. By making words visible and meaningful, teachers enable pupils not just to access learning, but to express their thinking clearly, building confidence and increasing the likelihood of academic success.


References

Beck, Isabel L., McKeown, Margaret G. and Kucan, Linda (2013) Bringing words to life: Robust vocabulary instruction. 2^nd edn. New York: Guilford Press.
Bell Foundation (2018). Classroom Support Strategies for EAL Learners. Cambridge: The Bell Foundation.
Cambridge University Press (2016) Why closing the word gap matters: Oxford language report. Cambridge: Cambridge University Press.
Department for Education (2024) Schools, pupils and their characteristics: January 2024. London: Department for Education.
Department for Education (2016) English proficiency of pupils with English as an additional language. London: Department for Education.
Department for Education (2022) The reading framework: Teaching the foundations of literacy. London: Department for Education.
Education Endowment Foundation (2020) Improving literacy in Key Stage 2 guidance report. London: Education Endowment Foundation
Paivio, Allan (1991) ​‘Dual coding theory: Retrospect and current status’, Canadian Journal of Psychology, 45(3), pp. 255 – 287