NEW: Guidance and resources for schools and teachers to support pupils who use EAL and their families to help mitigate any learning and language loss experienced during school closures.
To give children with English as an Additional Language (EAL) a voice in shaping and informing their learning opportunities and experiences and identify ways in which their perceptions can be used to improve how UK schools work.
A research partnership between The Bell Foundation and the Centre for Education for Racial Equality (CERES), University of Edinburgh.
As numbers of children with English as an Additional Language in UK schools have more than doubled over the last decade, increasing attention is paid to the teaching and learning of English as an Additional Language. However, few projects have presented a focus on EAL learners’ own accounts of their experiences. This project, led by Dr Yvonne Foley, captured EAL learners’ voices in relation to the following three questions:
The team used a case study approach drawing on two secondary schools (in Scotland and England) to seek responses to the above questions, analysed policy documents and practices and carried out interviews with children and teachers.