EAL Support
As teachers and educators we are rightly proud of the ethnic and linguistic diversity in our
school. At the same time we acknowledge that we have to continually renew our efforts to
meet the needs of all children. Many of our bilingual or multilingual children are in the process of learning English as an Additional Language (EAL). As the language of schooling is English, the vast majority of children experience the curriculum content through, in effect, EAL.
We are lucky to have members of the team who are native speakers in:
- Arabic
- Kurdish
- Romanian
- Urdu
- Spanish
We can also arrange interpeters if required.
We use the Bell Foundation's EAL Assessment Framework Descriptors to support our EAL learners and the Bell Foundation’s five evidence-informed key principles for effective
EAL practice:
1. Multilingualism as an asset
There is a plethora of research around the crucial role that a learner’s home language plays in their emotional and cognitive development. Maintaining and developing the home languages results in greater cognitive flexibility and ultimately stronger academic performance.
2. High Expectations with appropriate support
It is vital to bear in mind that the cognitive and academic abilities of learners using EAL are separate from their current ability to use English. Like all learners, those using EAL will benefit from being motivated and challenged in the classroom.
3. An integrated focus on language and content
EAL learners have a double job to do. They must acquire proficiency in English at
the same time as learning curriculum content. Therefore it is important to provide
them with activities which teach and practise language structures through the
medium of curriculum subjects.
4. Effective and holistic assessment
In order to be effective, assessment needs to be relevant to the learner. Many
formal standardised tests designed to assess reading age, verbal reasoning, and
reading comprehension in English are designed for pupils for whom English is
their first language. As such, they are of limited use for learners using EAL, as
they will not, on their own, give an accurate picture of the progress of a learner
using EAL.
5.Social Inclusion
Learners using EAL need to feel safe and secure, and have a sense of belonging
to their school and wider community in order to maximise their opportunities
for success. This is especially important for children seeking asylum (McIntyre
and Abrams, 2021). It is important to build and promote an inclusive environment
where everybody is a valued contributor to school life.
