Blog: Why it is important for schools to support EAL learners to mitigate language and learning loss and how best to do it

In this post Diana Sutton, Director, The Bell Foundation explores the latest evidence¹ from a five-year research programme which investigated the relationships between English as an Additional Language (EAL), Proficiency in English and the educational achievement of EAL learners at school. The research findings demonstrate why it is essential that schools support their EAL learners … 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: The three admission phases for new arrivals using English as an Additional Language (EAL)

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