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The Bell Foundation's policy briefing on strengthening outcomes for learners who use English as an Additional Language (EAL) who also have a SEND
From the time children are born, they are surrounded by the sounds, rhythms, intonation, and pronunciation of the language in their immediate environment. Their early years are marked by language development through listening and talking, providing a foundation for learning to read and write. This knowledge about language acquisition and literacy learning is helpful when we consider what multilingual learners who use English as an Additional Language (EAL) need when they are learning to read in English.
This guidance is intended for schools to share with multilingual families, whose children have, or may have, a special educational need or disability (SEND).
The following guidance mainly refers to primary settings. However, there are some elements that can be applied to secondary settings.
The Bell Foundation celebrates 10 Centres of Expertise nationwide. Emma Dobson, Director of Exceed Teaching School Hub in Bradford, reflects on our partnership and the impact of supporting teachers of EAL learners.
This blog outlines the recommendations of Jacob Huckle, Head of Multilingual Learning at Dulwich College Suzhou, who offers a strategic, research-informed vision for what effective leadership looks like in multilingual international school settings.
