Changing lives and overcoming exclusion through language education

Through generating and applying evidence, The Bell Foundation aims to improve policy, practice and systems to enable children, adults and communities in the UK that speak English as an Additional Language (EAL) to overcome disadvantage through language education.

Making a difference

The Foundation influences policy and practice across the UK by generating and disseminating research; through the robust assessment of projects to identify which techniques have the most impact in supporting learners with EAL; by contributing to the development of public policy; through keynote speaking at national conferences; and through the publication of articles and news stories.  As a result of this, and the programmatic activity, over 26,000 education professionals who work with learners who use EAL were engaged in 2022 and all schools in England received best practice articles written by the Foundation. 

  • Evidence-informed
  • Experts in EAL
  • Thought leaders
  • CPD providers

The programme seeks to improve the educational outcomes of children in the UK who use English as an Additional Language (EAL), in order to benefit the individual child and society as a whole.

This new programme seeks to enable young people to develop their English language skills as a means to achieving their social, education and/or employment goals.

The programme seeks to break down the language barrier to accessing justice and rehabilitation for individuals in contact with the criminal justice system for whom English is an Additional Language.

Enabling the international education sector to develop and embed EAL provision and expertise within their school and improve the educational outcomes of children using EAL.

Latest Updates

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Blog: In Conversation – Is ESOL Fit for Purpose?

The Foundation’s Director, Diana Sutton, spoke to Dr Philida Schellekens to explore how ESOL could better meet the needs of learners.

Blog: EAL Children and the Early Years Sector – The Best Start?

In this blog, Professor Claudine Bowyer-Crane and Dr Silke Fricke look at the achievement gap for EAL pupils in early years, exploring the reality behind the misleading data and what this means for policy.