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

News: Guidance on ‘Integrating students using EAL into mainstream lessons’ has been published by The Bell Foundation

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

Blog: New research on EAL learners shows the importance of looking behind headline attainment data

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

New Report: Proficiency in English is central to understanding the educational attainment of learners using EAL, but how long does it take to achieve, and what support do these learners need?

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