Explore our seven calls to action for the new Government to integrate children who use EAL.
I am writing this blog at the end of my first week working in what has rapidly become the new normal. Meetings have gone online, staff are at home, schools have closed for all but key workers, and people are trying to manage remote working around families, pets, many weeks of children at home or … Continued
The Bell Foundation, together with Unbound Philanthropy and the Department of Education at the University of Oxford, has published research on the educational attainment of children with English as an Additional Language (EAL) undertaken by Professor Steve Strand and Dr Ariel Lindorff. Hot on the heels of the report ‘English as an Additional Language: Proficiency … Continued
The simplicity of the term ‘English as an Additional Language’ (EAL) masks the complexity and diversity of this group of learners, and new arrivals are no different. Their language proficiency can range from ‘New to English’ to ‘Fluent¹’. The young person can arrive at any age, and different learners come from different socio-economic and educational … Continued
As term gets underway many teachers will be preparing lessons for increasingly diverse, multilingual and multicultural classrooms, some for the first time. To help teachers better assess the language development needs of their pupils for whom English is an Additional Language (EAL), The Bell Foundation has, today, launched new, free EAL assessment and reporting tools … Continued
The Bell Foundation has, today, published new guiding principles for practitioners working with learners who use English as an Additional Language (EAL) in the Early Years Foundation Stage (EYFS) as part of the award winning (British Council ELTons Award for Local Innovation, 2018) EAL Assessment Framework and Support Strategies for Schools. The new evidence-informed guiding … Continued