Supporting students who speak English as an Additional Language (EAL) is about much more than just developing their language skills. It’s helping them feel a sense of belonging, build meaningful relationships and succeed academically. But when you’re learning a new language in a new country, the challenge can feel twice as tough.
Fortunately, there are ways to make this journey easier. By prioritising both academic and social development, we can create environments where EAL students feel supported and understood. A holistic approach not only enhances language skills but also nurtures overall wellbeing.
International schools bring together students from a range of cultural backgrounds, with many using English as an additional language. In some regions, English even acts as the common language among students. While this diversity enriches the school environment, it can also make forming friendships more challenging. Language barriers can impact social interactions, making integration more difficult.
Research shows a strong link between language proficiency and social integration. A 2016 study found that EAL students who had strong, supportive friendships with native English speakers reported higher levels of happiness and school satisfaction (Han & Love, 2016). Engaging, interactive language learning opportunities help students develop the vocabulary they need for everyday conversations and social interactions.
Hollie O’Sullivan, Associate Assistant Headteacher at Fortis Academy, highlights the importance of creating an inclusive environment. “We provide tangible examples of how being multilingual or multicultural can be beneficial. Activities like a treasure hunt in different languages allow students to collaborate, build connections and celebrate their linguistic diversity,” she explains.
When parents play an active role in their child’s education, the benefits extend far beyond the classroom. Research shows that parental involvement leads to higher motivation, engagement and academic achievement (Goodall & Montgomery, 2014). Strengthening the relationship between home and school creates a more connected and supported learning experience for EAL students.
Chris Woodhams, Former Assistant Headteacher at St Joseph’s International School Malaysia, stresses the importance of this partnership. “A child’s education develops best where there is alignment and positive interaction between school, parent and child,” he says. Schools that facilitate this collaboration create a more seamless and supportive environment for EAL learners.
Hollie O’Sullivan also highlights the need for proactive communication with families. “It can be dangerous for a child to be the only person communicating with a parent about school. Schools must ensure parents receive the necessary information directly, helping to build trust and engagement.”
Ongoing assessments play a key role in tracking progress and identifying areas where support is needed. Regular, low-stakes assessments help teachers understand each student’s individual needs and provide targeted interventions. When students can see clear progress, they feel more motivated and confident in their learning.
Research by Mahon (2006) highlights the importance of structured assessments that set specific language learning goals and benchmarks. When students understand what success looks like, they are more motivated to engage in their learning. Using a variety of assessment methods ensures that each student receives the right support at the right time.
High-stakes testing can create anxiety for all students, but for EAL learners, the pressure is even greater. The fear of underperforming due to language barriers can increase stress and reduce confidence.
A 2019 study found that students’ cortisol levels rose by about 15% during high-stakes testing weeks compared to non-testing weeks (Heissel et al., 2019). To address this, schools can introduce more flexible assessment approaches that adjust to a learner’s ability level, helping to reduce anxiety.
Paul Richardson, Principal at King’s Tirana, highlights the need for a supportive approach. “Testing environments should seek to reduce stress through being open and transparent in the assessment process. Moving from summative to formative methods and assessing skills as well as knowledge can make a significant difference.”
Hollie O’Sullivan adds, “It can be really disheartening for students if they receive poor results. EAL learners may become demotivated if they feel they will not be successful, which can lead to disengagement and behavioural challenges.”
In international schools, where diverse student populations bring both challenges and opportunities, supporting EAL students is essential for their academic and personal growth.
By adopting a whole-school approach to inclusion, we can create environments where learners not only improve their language skills but also develop a sense of belonging, confidence and wellbeing. Research by Wei and Hua (2013) found that EAL students who felt their cultural identity was respected within the school environment reported higher levels of wellbeing. Schools that embrace multilingualism and celebrate diversity create spaces where students feel safe and understood.
As the world becomes increasingly interconnected, creating inclusive and supportive learning environments for all students has never been more important.
At FlashAcademy®, we support schools in helping EAL students develop their language skills and build confidence. Our digital learning and assessment platform allows students to learn at their own pace while also giving teachers and parents valuable insights into progress. This makes it easier to provide targeted support and celebrate achievements.
Book a free trial today and discover how we can support your students.
