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Blog: Quality Teaching for EAL Learners in the ITT Core Content Framework
Last November, as Initial Teacher Education (ITE) providers were drawing the Autumn term to a close – in what now feels like a completely different age before anybody had heard the words COVID-19 – ITE tutors and mentors learned that the Department for Education had released the new ITT Core Content Framework, months ahead of … Continued
Read MoreBlog: Working with parents to support the learning of EAL pupils
This blog highlights some of the particular challenges that parents of EAL learners may face at this time of school closures and signposts practical steps that schools can take to ensure EAL families know how to support the learning of their child. The child and parents’ home language(s) are a resource that can be used … Continued
Read MoreBlog: From a Prisoner of War to Language Pioneer – Frank Bell’s vision lives on
I am writing this blog at the end of my first week working in what has rapidly become the new normal. Meetings have gone online, staff are at home, schools have closed for all but key workers, and people are trying to manage remote working around families, pets, many weeks of children at home or … Continued
Read MoreBlog: 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
Read MoreNew 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
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
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