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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
Read MoreNew 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
Read MoreAggregated Headline GCSE Results Mask the Truth about EAL pupil performance
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
Read MoreBlog: The Why and How of English Language Proficiency Assessment Explained
The first two posts in this series have provided an insight into the diversity of pupils with EAL and practical advice on how to support the specific needs of new arrivals. In this post we move on to examine the importance of assessing English language proficiency and provide advice on how to undertake EAL assessment. … Continued
Read MoreResearch provides evidence on why the Department for Education should reintroduce the Proficiency in English Scale
Download the report The University of Oxford, The Bell Foundation and Unbound Philanthropy, have today published a report ‘English as an Additional Language, proficiency in English and pupils’ educational achievement: An analysis of Local Authority data’. The report highlights that learners with English as an Additional Language (EAL) are a heterogeneous group, and that the … Continued
Read MoreDepartment for Education withdraw requirement for schools to assess English language proficiency
Following the new ‘School Census 2018 to 2019’ guidance published by the Department for Education (DfE) this morning which states that ‘The collection of data item <ProficiencyInEnglish> (N00196) is no longer required by the department and, as such, it is removed from the school census collection from spring 2019 onwards’, Diana Sutton, Director, The Bell Foundation … Continued
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