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A new report ‘Language and learning loss: The evidence on children who use English as an Additional Language’ has been published by The Bell Foundation
The Bell Foundation has published a report which draws on teachers’ perceptions based on their observations of pupils’ interactions, work and behaviour in class, collected through the National Foundation for Educational Research Teacher Omnibus Survey Spring 2021 (NFER, 2021).
In this submission on May 2021, The Bell Foundation elaborated on the challenges facing young people seeking employment, how structural factors can impact youth unemployment, and how might these be addressed.
Strand and Lindorff (2021)
The University of Oxford, with The Bell Foundation and Unbound Philanthropy, have published a report which is the fourth and final in the 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.
Key findings from a five-year research programme, which investigated the relationships between English as an Additional Language, Proficiency in English and the educational achievement of EAL learners at school, provides schools and policy-makers with key insights into how to enable EAL learners to mitigate the language and learning lost during school closures.
