Assessing the Language Proficiency of Learners with EAL (Online Course)
- 15 September 2021
- Online course
NEW: Guidance and resources for schools and teachers to support pupils who use EAL and their families to help mitigate any learning and language loss experienced during school closures.
This is a free webinar for teaching staff in international schools. It will explore how to support learners using EAL in learning recovery.
According to the UN, the Covid-19 pandemic has affected nearly 1.6 billion students in more than 190 countries, and the closure of educational institutions has affected 94% of the world’s student population. As the new academic year starts, the focus for many practitioners will be on continuing to support pupils to catch up on learning they may have missed since the start of the pandemic.
For many multilingual learners who use English as an Additional Language, the disruption to their learning caused by successive school closures, the switch to remote learning and the return to school with socially-distanced arrangements in place has impacted on both their curriculum learning and language development. According to a report by The Bell Foundation, which is based on a recent teacher survey in England , 74% of primary school staff and 59% of secondary school staff  reported a negative impact of school closures on pupils who speak English as an Additional Language in one or more of the four strands of language use (listening, speaking, reading and viewing, and writing). Therefore, for these pupils, catch up needs to include a significant and intensive focus on language development alongside curriculum learning.
This webinar will explore practical ideas for how teachers might help EAL learners catch up. The ideas will be particularly focused on scaffolding, consolidating and reinforcement, as well as the use of formative assessment of both curriculum content and proficiency in English.
 ‘Teacher Voice Omnibus Survey’, National Foundation for Educational Research
 Of teachers who were able to report on the impact on the English language skills of pupils who use EAL, 74% of primary teachers and 59% of secondary teachers reported observations of language loss in one or more language skill areas.
Tom Beakes joined The Bell Foundation in 2020. Tom has worked in language education since 2003 and has taught in China, Japan, Ecuador and north Africa. His main areas of interest are teaching young learners, project-based learning and teacher development. He holds an MA in anthropological linguistics and is CELTA and DELTA qualified. He has worked as a teacher trainer in the UK and abroad and is a regular speaker at English Language Teaching conferences such as IATEFL.
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