Blog: Eight tips for supporting recently arrived learners using EAL to navigate education choices after school

Tips for supporting EAL learners

1. Check understanding.

Do your students understand the options available to them and the longer term consequences of their choices? Do they understand which courses are free and which may not be?

Amongst all the acronyms, the important choice boils down to two things: Firstly, whether to continue with academic study - perhaps with a view to university, or to concentrate more on work - via an apprenticeship, a vocational course or a part time job and part time study. To a certain extent, making this choice will influence the second big choice - which is where to study - the most common choices being a school sixth form or a further education (FE) college.

For learners who may need to improve their English first, ESOL (English for Speakers of Other Languages) and ESOL+ courses are also an option run at many FE colleges.

It is of course completely normal if a learner is not sure what they want to do. Why not ask them to consider the subjects they enjoy most at school, or at which they perform best.

It is of course completely normal if a learner is not sure what they want to do. Why not ask them to consider the subjects they enjoy most at school, or at which they perform best. Quizzes such as this one from BBC Bitesize might help.

2. Manage expectations whilst keeping challenge high.

Level 3 courses such as A and T levels, and BTEC advanced diplomas, usually require a minimum number of GCSE grades at grade 4 and above. For recent arrivals who are still learning English as well as adjusting to a new culture and education system, this can seem a big ask. An honest discussion of the options here is important.

Options include GCSE resits (although many colleges only offer these in core subjects), enrolment on level 1 or 2 courses to progress to level 3, or working alongside part time study. Bear in mind, courses are only free until the academic year in which students turn 18, and while some colleges/organisations, such as Turn2us, have funding available, this is variable and not guaranteed.

Be realistic but never discouraging. If a newly arrived beginner in English wants to become a doctor or architect, for example, what does their map to get there look like? Share this with them and plot out possible routes together. Make sure that students are aware of the possibilities of contextual offers from universities.

3. Provide examples and role models.

Share stories of other learners who arrived in the UK needing to learn English, and how they made their ways to their chosen careers. As well as sharing more famous stories such as Victor Moses or Alek Wek, consider inviting previous students back to school to talk about their experiences.

4. Build and develop links with colleges and work experience providers.

Can your aspiring medic gain any work experience by volunteering in a local hospital or care home over the summer holidays? Will the tutor of A level economics at the local FE college keep an eye open for the able but very shy learner using EAL who is moving from your school? Does the college wellbeing service have staff who are trained in managing trauma - for example, in refugee children? Building close relationships with providers will help with these questions. As students who use EAL are such a diverse group, it’s important to personalise your advice. Wherever possible, share relevant information which may help inform support.

5. Help students get the most from open days.

Open events at post-16 providers are important for prospective students to gain a sense of an institution and what it offers. But they are also, by nature, busy and fast-paced and can feel overwhelming to someone who is new to the system. So, prepare your learners to make the most of the experience.

Open events at post-16 providers are important for prospective students to gain a sense of an institution...But they are also, by nature, busy and fast-paced and can feel overwhelming to someone who is new to the system.

If a member of staff from school can attend with the more vulnerable learners using EAL, that would be very helpful. Some students might be able to bring family members or friends to translate if necessary and discuss options. But also consider preparing students by discussing what they might wish to see, and which questions they might want to ask, and practising these through role play.

6. Help them apply.

Guidance filling in any necessary forms can be particularly useful to recently arrived families to whom the system is unfamiliar, especially if their English is limited. When it comes to providing references, make sure to mention what potential the learner seems to have as well as which GCSE grades they are likely to obtain. Some students might benefit from a slightly reduced offer for their college place that acknowledges the potential they have to make accelerated progress in Year 12 as they continue to learn English.

7. Remind them that learning is a lifelong process.

Some students may feel despondent and frustrated by the way in which their proficiency in English is impacting on their exam results and therefore their post-16 options. It is important to impress upon them that:

• Acquiring proficiency in a new language takes time.
• They are doing a double job - learning English subject content simultaneously and their teachers appreciate this.
• Because of these factors it might take longer to achieve their career/educational goals, but this is no reason to desist - quite the opposite.
• Their multilingualism is an asset both to themselves and to society.

8. Share our new guidance - What Are My Options for Post-16 Education in England?

This newly written guidance is aimed at students themselves and will also be of interest to parents/carers. Translated versions of the guidance will be available shortly - watch this space!