ESL support resources

Stage 2 for Computing

Teaching Computing to learners with English as a second language (ESL)

It is a common misconception to think that learners require less language in Computing or that Computing
is its own ‘language’ and therefore requires less language than other subjects. Learners need language to
ask and answer questions, reason, compare and sequence steps in simple programs.
In many instances, Computing works with abstract concepts that increase in complexity as learners are
promoted through the stages. It is thus essential that learners who are still learning English also get
language help and support with subjects such as Computing.
This introduction will highlight some aspects of language difficulties that learners may have and suggest
strategies to address them. There is also an accompanying set of language development activities in the
form of worksheets and a personal bilingual dictionary.

1. Using road maps

Establish prior learning
To understand where learners need to go, you need to assess where they are.
Before starting a new section, ask: What do you already know about the topic? Ideally, concepts should be
taught in a learner’s mother tongue so that learners can effectively translate these concepts to English. It
is difficult to translate the concept of ending a program if they have not learnt and understood it in their
mother tongue first. This is especially difficult in Computing, where specific concepts and language are
required, so baseline assessment is invaluable. The Teacher’s Guide gives many ideas (in the form of starter
activities) that are ideal to determine prior learning.

Think about the language that accompanies learning objectives

When you are preparing a lesson, think about the language that learners have to know for each learning
objective. Also think about the vocabulary and language structures that learners will need to be able to
understand concept(s) and express themselves effectively. Consider the following learning objectives:

Know how to develop precise sets of instructions to complete simple tasks, such as drawing a
2CT.06
picture of a particular object or building a brick tower.

2CS.01 Use the correct terminology to explain the functions of basic hardware and software.

These learning objectives are reproduced from the Cambridge Primary Computing curriculum framework (0059) from 2021. This
Cambridge International copyright material is reproduced under licence and remains the intellectual property of Cambridge
Assessment International Education.

For these two learning objectives, learners need to know the following vocabulary:
Software: control, manage, app, file management, open, close, save, delete, file, folder, enter, access, data,
security, program, task, algorithm, function, communication, entertainment, creativity, control, technology,
create documents, letter, table, graph, store, sort, organise data, search for information, make changes,
graphics, pictures, new designs, flyers, play games.
Hardware: physical, hidden, computing devices, central processing unit (CPU), keyboard, headphones,
storage devices, hard drive, flash drive, desktop, smartphone, laptop, tablet, wireless, wired, mouse, speakers,
user-friendly, touch screen, zoom, icons, camera, webcam, printer, input device, output device, microphone,
scanner, headset, watch, hear, type, design, save, password, view.

Cambridge Primary Computing Stage 2 © Hodder & Stoughton Limited 2023

ESL support resources for Computing Stage 2

Many of these words, such as algorithm and function, are very difficult, even for mother-tongue English
learners to remember and/or spell!
To be able to write an algorithm, learners need a lot of language – new vocabulary as well as the language
structures that go with them. Learners also need a high level of understanding to be able to predict the
outcome of an algorithm, put steps in order and so on.

Contextualise learning
For each unit or new section of work, include a road map of what learners will learn. Contextualise where
you are and where you are going within that topic. This could be done in the form of a simple picture mind
map on the classroom wall. Use a picture of a computer with the name of your class (attached to the poster
or board with temporary adhesive) to visually show the learning route. You can assign the responsibility of
moving the robot to different learners as you navigate through the different sections of work. Not only is
it reassuring for learners to know where they are and what is next, but you can also build on the language
and concepts they already have. When you have completed a section of work, such as Networks or Input
devices, ask learners to draw pictures to illustrate the concepts and content that they have learnt. Then
display these on the wall.
When you extend knowledge in this area in another unit, learners can easily see what they already know.
Let learners actively take part in their own learning: At the beginning of a new unit or sub-unit, ask learners
to draw pictures of the things they expect to learn. They could make mini flashcards or draw the pictures
in their notebooks. At the end of the unit, ask learners to look back at their pictures and see whether or not
they have learnt about these things. Let them use the self-assessment sections to identify gaps, especially
regarding language.

2. Use collaborative learning

Encourage learners to offer bilingual support to each other
If you have learners that have the same mother tongue, let them help one another. Learners will
understand material much better if they explain it to another learner and the other learner will benefit from
hearing the explanation in his/her mother tongue.

Pair learners
Pair learners with a stronger partner to help them, if necessary. Many learners may find it easier and
less intimidating to ask a peer to explain something rather than to ask a teacher. It is a proven fact that
learners learn more readily from their peers.

Do group work
Put learners in a group with mother-tongue English speakers. Assign different group members the task of
explaining the instructions and making sure that every group member understands what to do. As you walk
around and monitor groups, make sure that all learners participate. You could also place English second
language (ESL) learners in a group (or groups) so that you can spend more time with them while other
groups continue and move to extension activities.

Use the Think-Pair-Share technique

Use the Think-Pair-Share technique to encourage learners to first formulate their ideas and then speak. Give
learners a few minutes to think about a task or question and then allow them to share their thoughts with
their partners. When they have done so, ask pairs to report back to the class.

Cambridge Primary Computing Stage 2 © Hodder & Stoughton Limited 2023

ESL support resources for Computing Stage 2

3. Use realia and visual aids

When explaining concepts, try to use real-world examples and analogies as much as possible. Learners need
a lot of language to be able to think about abstract concepts.
Use real objects in the Computing classroom. Bring in different kinds of keyboards, mice, old or toy devices
of smartphones, speakers, and so on. Use toy cars for learners to use when planning and writing programs
that require directions to visualise the process more easily.

4. Use the kinaesthetic

Encourage learners to move to understand forwards and backwards, to clap for each step as they count it,
to turn right and left, jump, and so on. This will help them to understand the movement and to associate
the word with the specific movement.

5. Play language-based Computing games

Here are a few games that you can play. These work well to consolidate learning or could be used as
ice-breakers. Many well-known games can be adapted for use in the Computing classroom.

Odd one out

Give learners a few objects in the same category and an odd item, for example, tablet, a microwave, a
laptop, and a desktop. Learners should say that the microwave is the odd one out as it can only perform
one task or because it has an embedded computer. Always ask learners to give reasons for their answers.

Charades
Let learners act out a concept or object for their group or class. The other learners have to guess what it is.

A computing treasure hunt

Give learners the name of an object or a word such as curved. Hide pictures of curved objects, as well as
actual objects in the classroom. When you give the signal, ask learners to find the object(s) or picture(s).
You could give them clues by saying cold, warmer, hot or very hot, depending on how far away from the
object(s) or picture(s) they are.

Simon says
Stand in front of the class and ask learners to follow your instructions ONLY when you say
Simon says …. Tell learners: Simon says, Jump. (They should jump in the air.) Then say: Simon says, Move
forward two steps. (They should take two steps forward.) Then say: Go back one step. (They should NOT
do this and remain stationary as you did not say: Simon says.) Repeat this several times with different
command words. Take note of learners who have to look around to see what must be done or those who
take a long time to do the actions. Spend extra time with these learners.

Book races
Race with pairs of learners or even the whole class. Find pictures that show key language or vocabulary in
their books. Ask learners to start with their books closed. Call out an instruction, for example: Find an input
device or Find a smart watch. When a learner finds the picture, he or she calls out Stop! and everyone can
check the picture. Repeat for other key vocabulary, as required.

Cambridge Primary Computing Stage 2 © Hodder & Stoughton Limited 2023

ESL support resources for Computing Stage 2

Robot-part dancing
Put on some music with a regular beat. Encourage learners to dance to the music pretending to be a robot
that only has one function. Give instructions for a single funny movement with one body part, such as ‘pat
your head’. Then give another instruction such as ‘shake your leg’. You may need to do this outside, as
learners may get rowdy or require more space to stretch their arms, and so on.

Who am I?
Print or draw some small pictures of computer parts or different kinds of devices such as speakers,
smartphones, monitors, and so on. Learners choose a picture and then paste it on another learner’s back or
forehead with sticky tape so that they cannot see it. Learners then have to ask their classmates questions
to try and guess their own picture. Help learners to formulate simple questions and responses such as Do I
play music? Do I show pictures? Am I a smartphone? (Yes, you are a smartphone, or No, you are not. Guess
again/Ask another question.)

A-maze-ing
Build a maze in the class using desks and other obstacles. One learner pretends to be a robot and pairs
or groups take turns guiding the ‘robot’ out of the maze. Add a stopwatch to see which pair/group can
guide the ‘robot’ the fastest. Then swap the robot and change the maze slightly. Tell learners that each
instruction is one line of code and that all the instructions together are one program.

6. Actively build learners’ vocabulary

Here are some methods you can use to actively build learners’ vocabulary in the Computing classroom.

Use flashcards
Make your own flashcards by laminating sheets of A4 paper and cutting them lengthwise in long strips.
Write on them using a whiteboard marker (which can then be wiped off afterwards, so that you always
have blank flashcards on hand). Also use the flashcards in the online resources in [Link].

Use root words and explain how words are put together
Wherever possible, explain how words are made up and how they are related, such as compute/computer/
computing. Show learners how in the word ‘webcam’, cam is an abbreviation for camera. Help to clear up
any possible misconceptions, for example, wireless means ‘without wires’, not ‘less wires’.

Use the online bilingual picture dictionary

Print out and give learners the relevant section to fill in, in their home language. This will become their own
personal dictionary. They can take it home so that their parents, other family members or caregivers can
help them with the necessary vocabulary and concepts in their first language.

Identify key phrases or new vocabulary to pre-teach

Introducing new vocabulary before a section of work will help learners to understand new concepts. Label
the objects at the display table and say the names of objects slowly and clearly. Use posters with pictures
and labels to reinforce Computing content.

Cambridge Primary Computing Stage 2 © Hodder & Stoughton Limited 2023

ESL support resources for Computing Stage 2

Use dictionaries
Make an English learners’ dictionary and a picture dictionary available to learners. Spend time teaching learners
how to use the dictionary. This will promote independent thinking. It is important, however, to make sure that the
majority of class time is spent putting words and phrases into practice rather than just reciting from a dictionary.

7. Build listening skills

You could use these methods to build learners’ listening skills in the Computing classroom.

Allow processing time

ESL learners need more time to process instructions – so do not rapidly fire a series of questions. Rather ask
the questions one by one and check for comprehension or response.

Giving directions and instructions

Demonstrate tasks – do not just give learners oral instructions. Pause between instructions to ensure that
learners have understood them.
Give learners lots of practice in putting steps in order. You could write steps on flashcards or draw pictures
of a process such as making tea, then read the tasks to learners and ask them to organise the steps in the
correct order.

Explain instructions
Ask volunteers to read aloud instructional text in the Learner’s Book. Ask volunteers to explain what they
understand by the instruction. Break up instructions into coherent chunks and explain and demonstrate, as
required.

Rephrasing instructions
To check for comprehension, you could ask learners to repeat instructions back to you, rephrase them or
give a simple sign such as a ‘thumbs up’ if they understand what to do and a ‘thumbs down’ if they do not.

8. Build speaking skills

You could use these methods to build learners’ speaking skills in the Computing classroom.

Eliciting information
Consider eliciting information from learners rather than just giving them information. For example, when a
learner asks: What does this mean?, you can respond with: That’s a good question – what do you think?
Can you guess? Can anyone help here? When teaching vocabulary, try to elicit the word from learners
by drawing a picture on the board or explaining the word. For example, for the word ‘android’, ask learners:
What do we call / What is the word for a robot that looks like a person?

Correcting mistakes
As far as possible, do not correct learners immediately when they make a mistake. Rather model the correct
language, grammar and vocabulary. Discuss common mistakes regularly with learners; however, make
sure that you do not point out the learners who made these mistakes! Learners need to make mistakes
when learning a language. Learners who are afraid of making mistakes will struggle to gain confidence
and fluency in English. Not correcting learners immediately allows them to self-correct. You could also play
the following fun game. Pretend to be a robot with a bug in your programming that causes you to make
language errors, invite learners to correct your speech.

Cambridge Primary Computing Stage 2 © Hodder & Stoughton Limited 2023

ESL support resources for Computing Stage 2

Modelling language
Use volunteers and more confident learners to model questions and answers. You could also give learners
model answers and answer frames to use.

9. Build reading skills

You could use these methods to encourage learners’ reading skills.

Make many non-fiction and picture books available to learners

Have a book corner or bookshelf in your classroom with reading resources. Non-fiction reading skills are
equally important for teaching Computing skills. Point out the contents page, page numbering and so on.

Read aloud
Encourage learners to read aloud instructions or content from their Learner’s Books to the class/their
partner or group.

10. Build writing skills

You could use these methods to build learners’ writing skills.

Cloze activities
In Stage 1, we have used many cloze activities. These are particularly beneficial to ESL learners as they help
them to formulate sentences and acquire the necessary language structures. While building vocabulary is
important, learners really need to be able to use vocabulary and language structures together.

Use writing frames

For any writing activity, especially when they are writing simple programs, ensure that you provide writing
frames. See the ESL worksheets for some examples.

Writing stories or making their own books

Ask learners to write their own sentences and draw pictures with labels and captions about a Computing
topic such as Input devices. These can be collected and printed as a book. Show learners how to cut and
glue pages or punch holes and lace the booklets with wool or string. Collect these for use in the book corner
or reference shelf.

Cambridge Primary Computing Stage 2 © Hodder & Stoughton Limited 2023