EAL learners have experienced language loss in addition to learning loss during school closures, teacher survey finds

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

Five-year research programme finds Proficiency in English is central to understanding achievement amongst EAL learners

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

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: 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