EAL/ESL Report Comments: Language-Learning Behaviours, Secondary
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 Secondary (ages 11-18): 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
- Across subject lessons, [Name] chooses note-taking methods that work well, sometimes using [his/her/their] home language for quick notes and English for final work.
- [Name] notices subtle differences in meaning between similar English words and asks thoughtful questions about how and when to use them.
Next step
- [Name] should practise using a more formal academic register in essays and presentations, replacing everyday phrases with precise subject vocabulary.
Developing competence C
Strengths
- Working in groups, [Name] contributes ideas in English with some support and is making friends across [his/her/their] classes.
- Rehearsing an answer quietly with a partner first helps [Name] feel ready to share it with the whole class.
Next step
- After drafting a longer answer, [Name] should use a writing-frame checklist to add missing linking words and check the order of ideas.
Early acquisition B
Strengths
- When an instruction is unclear, [Name] asks the subject teacher to repeat it or checks with a classmate instead of guessing.
- Friendly with several classmates, [Name] is beginning to use everyday English phrases to join conversations and activities.
Next step
- During group tasks, [Name] could volunteer for a clear speaking role, such as reading one instruction or reporting one short answer.
New to English A
Strengths
- In group work, [Name] listens closely and joins in by pointing, nodding and adding single words, which is a natural way to start in a new language.
- [Name] checks the visual timetable to see what comes next, which helps [him/her/them] feel calm and ready for each lesson.
Next step
- Using circles and simple symbols to mark key words and homework in [his/her/their] notes would help [Name] find important information later.
Support at home
- If your child keeps a word book from school, look at it together and talk about what each word means in your home language.
How to write language-learning behaviours comments for Secondary (ages 11-18)
- Credit strategies a secondary student can manage alone: a bilingual dictionary, translating key terms, noting new words, rehearsing an answer before speaking. Suggest one more strategy to add, rather than asking for more effort.
- Recognise home-language strengths, such as translating for a newer arrival, explaining a concept to a same-language peer or reading subject material in both languages. At stage D, mentoring a younger student is a natural next step.
- Describe how the student handles mistakes in front of peers, such as offering an answer without being sure or correcting themselves calmly. For a teenager, this willingness to risk an error is real progress.
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, Secondary (ages 11-18)
- Speaking, Secondary (ages 11-18)
- Reading, Secondary (ages 11-18)
- Writing, Secondary (ages 11-18)
- Vocabulary and Grammar, Secondary (ages 11-18)
- Language-Learning Behaviours, Primary (ages 5-11)
- 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.