Explore our nine new calls for change as the government reviews ESOL provision
We have updated our resources library so you can now explore not only our teaching and learning resources but also our evidence and policy work.
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The research aims to give children with English as an additional language a voice in shaping and informing their learning opportunities and experiences and identify ways in which their perceptions can be used to improve how UK schools work.
A review of training and development provision in schools and in initial teacher education, published by NALDIC.
The Education Policy Institute, The Bell Foundation and Unbound Philanthropy have published a new report which analyses current policies and funding for EAL learners and provides recommendations on how they can be supported to fulfil their potential.
Strand and Hessel (2018)
The University of Oxford, with The Bell Foundation and Unbound Philanthropy, has published a report which finds that it is proficiency in English that is central to understanding achievement and levels of need among pupils with English as an Additional Language (EAL).
This guidance offers evidence-informed content recommendations related to EAL for inclusion in ITE curricula.
This report presents practical ideas for schools, training providers and the Government on how a more equitable, inclusive and coherent education system in England with better outcomes for multilingual learners can be achieved.
