Written by Sara O'Beirne, Primary Teacher at Braeburn Nanyuki International School, Kenya, COBIS Accredited Member (BSO)

Teaching in a Year One classroom within an international school has significantly deepened my understanding of inclusive practice, particularly in relation to ESOL (English for Speakers of Other Languages) learners. Through daily reflection and professional development, I have come to recognise that effective ESOL provision is not an additional layer of support, but an integral part of high-quality teaching and learning. This reflection outlines what I have learned about supporting ESOL learners.

One of the most important lessons I have learned is the value of high expectations for all learners, regardless of language background. In my early practice, I sometimes underestimated the time and strategies required for ESOL pupils to demonstrate their understanding. I now understand that pupils learning English as an additional language are often working at age-related expectations cognitively and require targeted language support rather than reduced curriculum demand. This shift in mindset has had a direct impact on my planning and assessment.

Creating a language-rich and enabling environment has become a core feature of my classroom practice. Visual scaffolding is embedded throughout the learning space, including labelled resources, vocabulary displays, and a clear visual timetable. These supports enable ESOL learners to access routines and learning independently, promoting confidence and emotional security, both of which are essential for effective learning in Year One. This approach supports providing a safe, inclusive environment where pupils feel supported and ready to learn.

I have also learned the importance of consistent classroom routines and clear instructional language. By using predictable structures and repeated language, I reduce cognitive load and allow ESOL learners to focus on learning rather than interpreting expectations. This consistency benefits all pupils and reflects strong classroom management and inclusive pedagogy.

Developing oracy and purposeful talk has been a key focus in my professional learning. I now plan structured opportunities for talk within every lesson, using partner work, small-group discussion, and talk frames. Sentence starters such as “I think…” or “I noticed…” support ESOL pupils in articulating their ideas using academic language appropriate to Year One. Through observation and formative assessment, I have seen increased participation and confidence from ESOL learners, demonstrating progress in both language acquisition and subject understanding.

Explicit vocabulary instruction is another area where my practice has strengthened. I have learned that vocabulary cannot be left to chance, particularly for ESOL learners. I now identify and pre-teach key vocabulary, revisiting it regularly through stories, songs, actions, and play-based learning. This intentional approach that teaching should be well-sequenced and responsive to pupils’ needs. The impact is evident in pupils’ growing ability to use new vocabulary accurately in both structured tasks and child-initiated learning.

Assessment has been an important area of reflection. I have learned to use a range of formative assessment strategies to gain an accurate understanding of ESOL learners’ progress. Rather than relying solely on written outcomes, I observe pupils during play, listen carefully to their explanations, and use visual or practical responses to assess understanding. This approach ensures that assessment is fair, inclusive, and reflective of pupils’ true capabilities. 

Valuing pupils’ home languages and cultural identities has also been central to my learning. I now actively encourage the use of first languages as a tool for thinking and understanding, recognising that this supports, rather than hinders, English acquisition. Celebrating linguistic diversity through greetings, stories, and family engagement has strengthened pupils’ sense of belonging and supports international-mindedness and wellbeing.

Through this reflective process, I have learned that effective ESOL practice requires ongoing evaluation and collaboration. Working closely with colleagues and ESOL specialists has helped ensure consistency and shared responsibility for pupil progress. I am more confident in adapting teaching strategies based on evidence from the classroom and pupil outcomes.

In conclusion, my experience teaching ESOL learners in Year One has reinforced that inclusive, language-aware teaching is central to high-quality education in COBIS schools. By embedding ESOL strategies into everyday practice, maintaining high expectations, and reflecting critically on impact, I have strengthened my teaching and improved outcomes for all learners. This reflective journey continues to shape my professional development and commitment to inclusive excellence.

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