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

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

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

Report examines how international education systems make their schools more inclusive for multilingual learners

The report ‘Language, education and social justice: International strategies for systems change in multilingual schools’¹ presents practical ideas for schools, training providers and the Government, based on studying and visiting international contexts, on how to design a more equitable, inclusive and coherent education system in England with better outcomes for multilingual learners.  This is particularly … Continued