EAL (English as an Additional Language) – a sub-set of the BME cohort – describes those whose First language is not English.
EAL Training Opportunities
Currently, Better Bilingual offers the following training, on request:
1. Meeting the pastoral needs of Refugees & Asylum Seekers
2. Welcoming & teaching New to English Learners
3. Enhancing provision for Advanced Bilingual Learners
4. Distinguishing between EAL & SEND and planning provision
5. Ensuring the effectiveness of your EAL Assessment Framework
6. Evaluating the impact of your EAL Policy across the curriculum
7. Reviewing your New Arrivals Induction and Assessment Policy
8. Reviewing the curriculum for EDI in terms of ethnicity and
To discuss any of the above and arrange a training session in your setting, please contact: email@example.com
We highly recommend the following websites to support the development of provision for children and young people learning through English as an Additional Language (EAL) in educational settings:
‘NALDIC is the national subject association for English as an additional language. NALDIC provides a welcoming, vibrant, professional forum for learning more about English as an Additional Language (EAL) and bilingual learners in schools. You don’t have to be an EAL teacher or EAL specialist to join us. We welcome members from a range of settings, schools and organisations. Our mission is to promote the effective teaching and learning of EAL and bilingual pupils across the UK.’
The Bell Foundation: https://www.bell-foundation.org.uk/
‘At The Bell Foundation we believe that all children, including those who speak English as an Additional Language, should have the opportunity to fulfil their potential. There are now over 1.5 million pupils in UK schools with EAL, a figure which has more than doubled over the last ten years. This number continues to increase, with a fifth of primary pupils (21.2%) and 16.6% of UK secondary school pupils now classified as EAL…The aspiration of our EAL programme is to improve the educational outcomes of disadvantaged children in the UK who have English as an Additional Language, in order to benefit the individual child and society as a whole.’
‘Whether you are a teacher with a high percentage of learners with English as an Additional Language (EAL) in your class or your school has a few new arrivals this website is for you. It provides the advice and resources to help you effectively assess, teach and support them within the curriculum.’
NEW! EAL Resources for Teachers & Parents from The Bell Foundation
1. FOR TEACHERS – ‘Working with parents to support the learning of puils who use EAL: Guidance for schools’
‘The Bell Foundation has developed guidance to support practitioners to work with the parents of learners who use EAL with the aim of improving learning outcomes. The guidance draws on research around parental involvement and offers practical recommendations for schools on how to maximise parental involvement.’
Click here to access this guidance document.
2. FOR PARENTS – ‘Guidance for parents of students who use English as an Additional Language’ – translated into 11 community languages (FREE)
‘The Bell Foundation has created a short, easy to understand guide for parents of students who use English as an Additional Language. The leaflet is available in the 11 most commonly used first languages in UK schools and is designed to help parents to get involved in school life and to help their child to learn.’
Translated versions available in: Arabic, Bengali, Bulgarian, Chinese, Gujurati, Lithuanian, Polish, Punjabi, Romanian, Somali & Urdu.
Click here to access this guidance document in English and translated versions.
New to English (Beginner) learners
New arrivals or learners at an early stage of acquiring English will progress at very different rates according to their educational background and the effectiveness of the support they receive.
In terms of the DfE language proficiency descriptors, ‘Beginners’ would be equivalent to A (New to English) and B (Early acquisition).
Advanced EAL learners
Advanced bilingual learners are defined as pupils who have had all or most of their school education in the UK and whose oral proficiency in English is usually indistinguishable from that of pupils with English as a first language but whose writing may still show distinctive features related to their language background. In the DfE language proficiency descriptors.
Advanced bilingual learners would be those who are C (Developing Competence) D (Competent) and E (Fluent).