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Download the report on language and learning loss “We have observed a significant and tangible loss in learning in the majority of our pupils where English is an additional language.” Senior leader, primary school, South East A new report¹ ‘Language and learning loss: The evidence on children who use English as an Additional Language’ has … Continued

Over the past year most children have experienced some degree of learning loss, and that loss is significant for pupils who speak English as an Additional Language (EAL) who may have also experienced language learning loss during this period. Therefore, as pupils return to school in England, it is essential that schools and policy-makers apply … Continued

The report ‘Language, education and social justice: International strategies for systems change in multilingual schools’¹ presents practical ideas for schools, training providers and the Government, based on studying and visiting international contexts, on how to design a more equitable, inclusive and coherent education system in England with better outcomes for multilingual learners.  This is particularly … 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

Today the Department for Education (DfE) has published GCSE results by pupil characteristics.  However, the aggregated figures for learners who use English as an Additional Language (EAL) mask the real picture about the performance of EAL learners and the data hides as much as it tells us about students who speak another language at home.  … Continued