EAL/ESL Report Comments: Language-Learning Behaviours, Primary
Language-learning behaviours describe how a student goes about learning English: confidence and willingness to try, using the home language to think and plan, strategies such as word banks and dictionaries, asking for help, friendships, and treating mistakes as part of learning.
Below are 13 sample sentences for Primary (ages 5-11): two strengths and one next step for each of the 4 comment levels (Competent / fluent / Developing competence / Early acquisition / New to English), plus a tip for families. They are a small selection from the 186 language-learning behaviours sentences in the full pack. Copy one, then add a detail only you know about the student.
Jump to: Competent / fluent · Developing competence · Early acquisition · New to English · Writing tips
Fills in the name and pronouns on this page. Nothing is sent anywhere.
Competent / fluent D
Strengths
- In role play, [Name] chooses language to suit each character and tries out new expressions from our stories with confidence.
- [Name] responds well to feedback on word choice and grammar and applies it quickly without reminders.
Next step
- A next step is to collect interesting words and phrases from story time in a personal word book and try them in [his/her/their] own writing.
Developing competence C
Strengths
- [Name] uses the word mat on [his/her/their] table to find words before asking an adult, which shows more independence.
- Mistakes are becoming less of a worry for [Name], who listens to corrections and then tries the sentence again.
Next step
- Sharing one idea at carpet time each day, after practising it with a talk partner, will help [Name] feel more confident speaking to the class.
Early acquisition B
Strengths
- [Name] follows classroom routines such as lining up and tidying away by watching others, and now does many of them without reminders.
- [Name] asks for help with set phrases such as "Can you help me, please?" and "What is this word?", a habit that helps in every lesson.
Next step
- After using the sound mat, [Name] could read each simple sentence aloud and choose one word to check with an adult.
New to English A
Strengths
- [Name] matches words to pictures on the word mat and points to the right picture when asked.
- [Name] communicates with nods, pointing and gestures, and is beginning to use single words such as "yes", "no" and "thank you".
Next step
- A helpful next step is to practise asking for things in English, such as a pencil, a drink or a turn, with a talk partner.
Support at home
- Make a short list of school words with your child, writing each one in English and in your home language, and put it where you both can see it.
How to write language-learning behaviours comments for Primary (ages 5-11)
- Describe a watching-and-listening phase positively and specifically: following routines by copying classmates, joining in with actions in songs, nodding or pointing. This is a normal early stage, not a concern.
- Mention the people who help, such as a same-language buddy or a talk partner, and friendships formed through play. Young children often pick up a lot of English playing games with friends at break.
- Name a strategy the child chooses without prompting, such as checking the word mat, pointing to the visual timetable or asking a friend. Choosing a strategy alone is clear evidence of growing independence.
Watch out: Avoid turning this skill into an effort or behaviour judgement, such as 'works hard' or 'focuses well'. Describe language-learning habits instead, like using a glossary or rehearsing an answer with a buddy.
Rate each skill separately, since many students understand more than they can say. At stage D, write about precision and range; at C, growing independence with errors still showing; at B, short phrases and visual support; at A, what the student does now and the support that helps. Show the stage through evidence rather than naming it.
What Language-Learning Behaviours covers
In these comments, language-learning behaviours covers these behaviours:
- shows confidence and willingness to try in English
- uses home language(s) to think, learn and connect ideas
- uses strategies such as visuals, word banks, dictionaries, rehearsal and asking for help
- builds friendships and independence and treats mistakes as part of learning
More EAL/ESL comments
- Listening, Primary (ages 5-11)
- Speaking, Primary (ages 5-11)
- Reading, Primary (ages 5-11)
- Writing, Primary (ages 5-11)
- Vocabulary and Grammar, Primary (ages 5-11)
- Language-Learning Behaviours, Secondary (ages 11-18)
- Opening and closing sentences
- All EAL/ESL skills and grade bands
- For the same report: Subject Report Comments for Cambridge Primary and Lower Secondary, Stages 1-9
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How these sentences were made, and what has been checked: About these comments.