EAL FAQs
It’s important to note that both programmes mainly aim to improve English proficiency.
EAL typically refers to children in schools for whom English is not the first language at home. It weaves language learning into the fabric of academics, empowering students to transition across both language and content. An EAL child can benefit from targeted lessons that incorporate English vocabulary into a maths or science class.
This method not only allows them to understand the content but develops crucial language abilities. Using this approach, we ensure that they’re able to meaningfully participate in all aspects of school life and succeed academically.
On the other hand, ESOL serves primarily adults and is usually centred on the functional, day-to-day use of English. These types of classes are perfect for those who need to learn better ways to communicate for work, grocery shopping, doctor’s visits, or chatting with friends.
An ESOL class prepares for job interviews with the key vocabulary words. It further teaches students to complete formal applications, increasing their ability to function autonomously in an English-speaking setting.
This terminology difference shows the diversity in our learners. The use of the word “additional language” in EAL acknowledges that for some people, English is their third, fourth or even fifth language.
This contemporary frame shifts away from the archaic “second language” designation. With more than 1.5 million pupils in the UK identified as having EAL, this group is the most diverse population imaginable.
Many are already fluent in other languages or dialects, further differentiating their needs from those served by ESOL programs.
There is no national curriculum for EAL (English as an Additional Language) learners. Despite this, schools continue to be handed useful crib sheets to cut corners on their teaching. Some schools develop their own frameworks, based on the needs of their students.
These frameworks usually adapt the language skills that have been laid out by the Department of Education, marrying them with strategies designed to build language skills and confidence. This more localised approach ensures flexibility, as it enables schools to tackle the specific challenges their EAL pupils may experience.
A thoroughly planned and considered EAL curriculum is most effective and beneficial when it runs parallel, in close alignment with the mainstream curriculum. This alignment personally and academically supports learners as they develop their English skills.
It helps them keep up with their peers in math, science, social studies, and other core subjects. For example, an EAL student who is learning about ecosystems in their biology class will benefit immensely from specific vocabulary support. Including these elements in a lesson helps EAL learners access lessons more effectively, while developing their language in an authentic context.
More than language, cultural awareness and integration make a significant impact. Schools might include activities that explore traditions, customs, and everyday life in the UK, helping students feel more connected to their community.
For instance, talking about local festivals or the local value of common idioms can help make the lessons fun and relevant.
An alternative and practical way to support EAL learners is adapting their existing curricula. Through the use of levelled assignments or scaffolding tools, educators can reach a wide array of language abilities.
A pupil is recorded as having English as an Additional Language (EAL) if a language other than English is spoken at home. This designation includes determining whether they may need their home language supported in school. Acknowledge their home language and cultural capital. These elements are foundational in shaping the opportunities they have to learn and use English.
In the UK, over 1.6 million pupils (around 19.5% of the school population) are identified as EAL, highlighting the diversity within classrooms today. To determine EAL status, schools use assessments that evaluate more than just spoken English. A pupil’s ability to read, write, and use English effectively in academic settings is examined.
Frameworks like The Bell Foundation’s EAL Assessment Framework provide clear standards, guiding schools in assessing and supporting pupils. For example, a child might speak conversational English fluently but still need help understanding academic vocabulary or writing structured essays.
Recording EAL status is not a simple, one-off process. Regular updates both provide a better picture of reality and give schools a better sense of their progress over time. This continuous effort allows schools to adapt interventions, such as targeted language support or additional resources, to meet each pupil’s evolving needs.
For example, a pupil who is still noticeably struggling with specific subject recognising terms within science may need specific lessons in vocabulary.
English as an Additional Language (EAL) does not fall under SEND. This distinction is key to unpacking the unique support EAL students require. Though both groups need targeted support, the reasons why and how are different. This means that EAL learners face challenges mainly around language acquisition issues and not developmental or cognitive barriers, which SEND usually covers.
A child who recently emigrated from Ghana, for example, may struggle with elements of vocabulary or grammar. This challenge does not equate to them having a learning difficulty. It’s important to realise that EAL learners’ needs are highly individual and heterogeneous. Some pupils have had the chance to acquire robust literacy skills in their first language. This foundation provides them with the tools to transfer those skills to English.
Some may struggle because they do not have the prior educational underpinnings, but these obstacles are still separate from SEND definitions. For example, a pupil may excel in problem-solving or maths but fail in English-focused subjects. This distinction illustrates that a lack of proficiency in a language does not always indicate a learning impairment.
Schools play a critical role in ensuring EAL learners receive appropriate support. Individual assessments are key to identifying their specific needs, rather than making broad assumptions. These evaluations should consider factors like the student’s prior education, cultural background, and exposure to English. For example, tailored programmes focusing on language development can help bridge gaps without stigmatising the learner or overlooking their potential. By distinguishing between EAL and SEND, schools can design more effective strategies that respect each child’s unique journey.
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.
EAL teachers are essential in supporting non-native speakers to become confident in their language abilities. Their role goes beyond simple vocabulary and grammar instruction. They are constantly working to find and create spaces for their students to flourish academically and socially in an English-speaking world.
By adapting lessons for each person, they provide customised instruction, making sure that every learner gets the support they need. An advanced learner with more specialised needs can work on higher level skills. A more proficient student might be working with more specialized, advanced academic language.
These personalised plans take into account the student’s background, learning style, and progress, resulting in tailored lessons that are as effective as they are enjoyable.
Collaboration is another essential aspect of the role. EAL teachers should be actively collaborating with subject teachers to embed language support within the curriculum. You can break down an assignment into manageable steps.
Think about pre-teaching vocabulary and introducing visual supports to clear up the concept in other subjects, like science or history. In a geography unit, it supports students in learning how to interpret maps by looking for key words and phrases.
This multi-faceted approach allows students to be included at every level with their peers. This collaboration creates a situation where language learning never occurs in a vacuum but instead is embedded within the broader educational context.
Assessing language proficiency is equally important. EAL teachers use clear benchmarks to track progress, from initial assessments to ongoing reviews. They might observe how a student constructs sentences in writing or measures their ability to follow verbal instructions.
These insights help refine teaching strategies and celebrate milestones, giving students and their families a clear sense of achievement.
Supporting EAL (English as an Additional Language) students requires thoughtful strategies that make learning more accessible while valuing their unique backgrounds. By integrating practical strategies with an understanding of cultural dynamics, you can foster a classroom atmosphere that values each student’s presence.
An impactful approach is to consider the use of visual imagery like diagrams, pictorial representations and charts. These tools can help bridge language gaps by visually representing complex ideas in simple shapes and colours.
Pair these with simplification of language – shorter sentences and familiar vocabulary help ensure all students can access content without being intimidated.
Supporting translanguaging can be just as powerful. By letting students use their home language during a lesson, you help them understand the material while embracing their cultural background.
For instance, they could write out an answer in their native language before rephrasing it in English. Then, they approach it in English, boosting confidence and solidifying their understanding.
It is important to provide regular feedback. Timely, targeted feedback on oral presentations and written papers keeps them in the loop about what’s going well and what adjustments to make.
Pair this with consistent practice, be it through everyday interactions, collaborative feedback sessions, or guided written learning, to build their confidence.
Engaging students with culturally relevant materials is another crucial way to support students. Stories, historical events, and local customs from their own backgrounds make it personal.
This personal connection not only makes lessons more relatable, but it empowers everyone to actively participate, altering the power dynamic.
EAL (English as an Additional Language) students may qualify for extra time in exams depending on their language proficiency and specific circumstances. Schools often assess eligibility based on criteria such as how recently the student entered the UK, their initial language proficiency (e.g., being new to English, classified as band A), and whether English is spoken at home.
For instance, EAL students who arrived within three years of their exams and were assessed as having little or no English upon arrival may be entitled to 25% extra time and the use of a bilingual dictionary. This allowance ensures they have a fair opportunity to show their understanding of the subject content without being hindered by language barriers.
In cases where bilingual dictionaries are not permitted, students can still receive the extra time if they meet the necessary requirements. It’s essential for schools to evaluate whether the student’s first language is not English, Irish, or Welsh and if the use of a bilingual dictionary is part of their regular study routine.
New arrivals unfamiliar with the English education system may benefit from arrangements like supervised rest breaks or alternative exam settings, especially if they hold an Education, Health and Care Plan (EHCP).
Providing clear, accessible guidelines for applying for these accommodations is crucial. It helps ensure that every eligible EAL learner can fully demonstrate their potential during assessments, free from unnecessary disadvantages linked to language.