Explore our policy recommendations for breaking down language barriers
in schools, adult education, and the criminal justice system.
This webinar will introduce a set of recommendations for schools to help them build effective, sustainable provision, for children who are refugees.
The Foundation has recently published recommendations which set out sustainable ways in which schools can use any available funding for refugee education, along with guidance, resources and training on how to create a welcoming multilingual community in which all learners can succeed.
New refugee and asylum-seeking learners can be an asset to their school by creating opportunities for schools to grow into a dynamic multilingual community, which can benefit all learners. However, research shows that refugee and asylum-seeking children’s previous experiences and reasons for fleeing their home can affect their wellbeing and education in the UK. Schools, therefore, need to develop and embed appropriate systems, classroom practices and staff training to ensure both the academic and wellbeing needs of refugee and asylum-seeking learners are fully met.
If you have any questions that specifically relate to the webinar topic which you would like answered during the live session you can send them to: firstname.lastname@example.org.
If the webinar is full, please complete the Wait List form and you will be contacted if a place becomes available. Everyone on the Wait List will be sent a copy of the webinar recording.
Ticket sales end 2pm Tuesday 14 March 2023.
Joining Instructions will be sent to all attendees 90 minutes before the webinar. Please check your ‘junk’ folder if you have not received this information by 3pm on Tuesday 14 March.
We recommend that you access the session at 3.45pm on Tuesday 14 March as the technical team will be available to assist if you have any questions.
Glynis Lloyd joined the Bell Foundation in 2022 as a trainer. She has worked in English language education as a teacher, teacher trainer, textbook writer and commissioning editor. She holds an M Ed in Applied Language and Linguistics and a PGCE. She has undertaken research in literacy and teacher development projects in EAL contexts in South Africa and Ghana. She works on course design and resource development for teachers in EAL settings.
Katherine Solomon joined the Bell Foundation in 2016 initially as Training Manager and now works as Head of Training and Resources. She has worked as a teacher, teacher educator and academic manager both in the UK and overseas. She holds PGCE Primary, CELTA and DELTA qualifications and an MA in Applied Linguistics. Her interests include EAL assessment and working in partnership with schools to build sustainable provision for learners who use EAL.