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Research ‘English as an Additional Language: Proficiency in English, educational achievement and rate of progression in English language learning’¹ published today by the University of Oxford, The Bell Foundation and Unbound Philanthropy is the latest report in a research programme on English as an Additional Language (EAL).  The report provides vital insights into how long … 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

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