Explore our seven calls to action for the new Government to integrate children who use EAL.
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
The latest lockdown is affecting the daily lives of every adult, young person and child in the UK. However, life for prisoners is an even greater lockdown as they are currently confined to their cells for up to 23.5 hours a day limiting access to education, rehabilitation, exercise or communications with family. As the Chief … Continued
Diana Sutton, Director, The Bell Foundation presents the evidence on how learners who use EAL have been adversely affected by school closures and provides guidance on what schools can do to help their EAL learners. Evidence from previous school closures tells us that most children experienced some degree of learning loss, and that loss is … Continued
Following an extended period away from the classroom, many pupils who use English as an Additional Language (EAL) are returning to school having had limited access to good models of English language. Learners in the earliest stages of language acquisition will be at the greatest disadvantage. Successfully integrating students into high-quality mainstream lessons provides valuable … Continued
The Bell Foundation has released the following statement in regard to the 2020 GCSE results: The GCSE results published today are based on teacher assessment grades. Guidance issued by Ofqual earlier this year on how to assign pupil grades stated ‘For students with English as an additional language (EAL), schools and colleges should consider the … 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