Blog: Nine tips to support EAL learners returning to school

Over the past year, two seldom, if ever, used phrases have become common place, ‘learning loss’ and ‘catch-up’. During school closures most children experienced some degree of learning loss, and that loss is greater for certain groups of learners, for example, those from lower socio-economic households and pupils who speak English as an Additional Language … Continued

Blog: The three admission phases for new arrivals using English as an Additional Language (EAL)

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

News: The Bell Foundation launches new tools to support teachers in multilingual classrooms

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

New guiding principles for practitioners working with EAL learners in the Early Years Foundation Stage

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