Vira Gorelova I suggest using/implementing the Natural Approach (Stephen Krashen, 1981), strategies and techniques in a cooperative-collaborative learning mainstream classroom setting.

Mainstream teachers can effectively support EAL students by using visual aids, scaffolding content, encouraging peer collaboration, and integrating language objectives with content teaching strategies rooted in second language acquisition and inclusive pedagogy.

Mainstream classroom teachers can effectively differentiate instruction for English as an Additional Language (EAL) students by adopting inclusive pedagogical practices that recognize diverse learning needs, much like the targeted early interventions needed to address literacy gaps highlighted by People for Education (2023). This involves designing curricula that balance explicit skill-building such as phonics and vocabulary development—with opportunities for meaningful language use, reflecting the structured yet flexible approaches seen in systems like Japan’s emphasis on group cooperation and the U.S. focus on individual expression. Teachers should create supportive environments that encourage collaboration and respect cultural identities, drawing on minority politics lessons about balancing power and inclusion. Practical strategies include using visual aids, scaffolding tasks, providing extra time, and fostering peer support, all while engaging families and communities to build a network of literacy and language development. By integrating these approaches, teachers can help EAL students access grade-level content and build confidence, ensuring equitable learning opportunities within diverse classrooms.

Mainstream teachers can differentiate instruction for EAL students by using visual aids, simplified texts, scaffolding, peer support, language-acquisition strategies, and formative assessments that align with students' linguistic and cognitive levels while integrating content learning.