Our new report with the Association of Colleges (AoC) urges policy makers to learn from and work with devolved authorities on innovative approaches to ESOL provision which could realise the potential of thousands of people who speak English as a Second or Additional Language.

It also sets out a series of recommendations around a national framework, a role for employers, and funding. FE Week published an article highlighting key findings from this research.

In this blog, Giulia Clericetti from Refugee Education UK (REUK) shares how their new ESOL training course, developed in collaboration with The Bell Foundation, has supported volunteer mentors who work with refugees as part of their Educational Mentoring Programme.

We are seeking to recruit new Individual Licensed Practitioners (ILPs) in London, the South East and the East of England to run English as an Additional language (EAL) training. Apply by 7 February 2025.

Report by The Bell Foundation and the Association of Colleges (AoC) asserting that ESOL provision is crucial for government’s growth plans.

In this opinion piece for Schools Week, our Head of Training and Resources Katherine Solomon explains how a reflective curriculum, new approaches to assessment, and strengthening accountability as part of the curriculum review could play a key role in making EAL children thrive in school.

In this blog, we explore the importance of ESOL provision for plugging the skills gaps, and the vital actions that Skills England needs to take.

New evidence from our partners, Refugee Education UK (REUK), highlights why so many child and teenage refugees in the UK remain in education limbo — unable to secure a school place and often too young to access further education. The Guardian published an article based on this important report.

We have put together our calls for change and the evidence so that children and adults who speak English as a Second or Additional Language in the UK can achieve their full potential.

A practical guide for supporting EAL learners in early years settings.

In this blog, Diana Sutton, Director of the Foundation, outlines seven cost-effective and practical actions for the new Government to take to ensure learners and teachers receive the support they need.

In this blog Diana Sutton, Director of the Foundation, outlines five cost-effective and practical actions for the new Government to unlock the skills and potential of adults learning English for Speakers of Other Languages (ESOL).

In England and Wales, 5.1 million people speak English as a Second or Additional Language (ESL). For many, English for Speakers of Other Languages (ESOL) classes have been the key to a new language and a new life, unlocking their skills and opportunities. These are their stories.

Guidance to Support Educators in Planning Interventions for Learners who use English as an Additional Language (EAL).

In this blog, Diana Sutton, Director of the Foundation, takes a look at the key role Ofsted has to play in supporting effective EAL and ESOL provision.

Find out more about our review of the ESOL qualifications and curriculum, which provides evidence-informed recommendations to improve ESOL standards, qualifications, and methodology.

This guidance from The Bell Foundation provides a framework for schools to ensure that any EAL learners, who may also have a special educational need or disability (SEND), receive appropriate and effective support.

In this blog, Diana Sutton, Director of The Bell Foundation, explores brand new evidence on the experience of young refugees arriving later into the education system and what urgent policy changes are needed.

In this blog, Sarah Moodie, a trainer at the Foundation, outlines some tips for supporting learners who speak English as an Additional Language (EAL) with their 15+ education choices.

In this blog, we consider the key issues that policy makers need to consider to ensure that efforts to improve oracy in schools do not overlook the needs of EAL learners.

In this blog, trainer and subject expert, Tom Beakes, takes a look at how translanguaging leverages students’ home languages, dialects, and English to enhance learning in multilingual classrooms.