Do schools need an EAL policy?

Having an EAL (English as an Additional Language) policy is more than a formality. It should provide a clear outline that ensures schools are providing appropriate help to students while they adjust to new language demands. Otherwise, these students will continue to be exposed to a haphazard approach to teaching them, leaving their advancement to chance. 

A well-thought-out policy acts as a foundation, offering guidance to teachers and setting a standard for how EAL learners are supported across the school. An EAL policy provides teachers with a useful starting point on understanding practical, proven strategies. This has been particularly effective for developing better questioning skills and quality of discourse in the classroom. 

Strategies like open-ended questioning, wait time, and other scaffolding techniques support active engagement while reducing cognitive load. Providing this depth of support increases staff’s confidence and prepares them to succeed. This openness creates a new landscape of instruction that expands accessibility for all students to language and content. 

The policy should serve as a guide for schools to outline the most effective tools and approaches. For example, they can use more visuals and group work, both of which are shown to promote language development. Having clear objectives is perhaps the most important aspect of an EAL policy. 

These aims help make sure that language learning is never overlooked but is instead a focus in all academic planning. With the four goals, there is a real focus on what’s measurable. For example, you may want to grow your vocabulary by X number of words per semester. 

Through regular reviews, schools can ensure their policy remains relevant to the ever-changing educational landscape. This will help ensure the policy doesn’t become a dusty document. This constant improvement is a great example of how to balance quality and inclusivity.