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

New report published: English as an Additional Language and Initial Teacher Education

The Centre for Education for Racial Equality (CERES) at the University of Edinburgh, The Bell Foundation and Unbound Philanthropy have today published an executive summary of the report ‘English as an Additional Language and Initial Teacher Education’¹.  This research was undertaken to develop an understanding of how, and to what extent, English as an Additional … Continued

Research 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