Explore our nine new calls for change as the government reviews ESOL provision
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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.
In this submission on February 2021, The Bell Foundation elaborated on which features of ESOL qualifications are most effective in supporting students to progress to further learning or into employment, and the need and role of ESOL qualifications at levels 1 and 2 to this end.
Diana Sutton, Director, The Bell Foundation demonstrates why it is important to maintain access to learning for prisoners during lockdown and provides some practical solutions on how to do this.
