EAL

Useful websites

There are many other references to web - based materials within other sections of the guide. Those below are a selection of sites that have a range of resource materials and research-informed advice. 

Local Authorities and other associations 

The Bell Foundation

Bracknell Forest EAL and Diversity 

Collaborative Learning project

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Interactive activities

Collaborative Learning, a fundamental principle of EAL pedagogy, has been informed by more than thirty years of research and commentary by key figures such as Vygotsky, Cummins, Krashen and Gibbons. 

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Grouping your EAL learners

EAL learners have an entitlement to experience a full and varied curriculum, irrespective of their current proficiency in English. The distinctive position of EAL teaching and learning is that pupils/students acquire academic English through the context of the curriculum and an approach that attempts to teach English in isolation, as a precursor to learning the wider curriculum, is not recommended. In general provision that withdraws beginner EAL learners from the classroom is not advised for reasons outlined below.

Mainstream Versus Withdrawal

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Planning and assessment of EAL learners

Guidance on planning learning opportunities for your EAL learners is given throughout other sections in the guide. Guidance for assessing your pupils starts with understanding the Stages of Additional Language Learning. In England described in section one. Currently there is no standardised system for assessing EAL learners in the UK, but you will find standardised systems in place in other countries. For example, the assessment materials from WIDA are widely used in the US.

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Writing for advanced EAL learners

In conjunction with this section, you will find it helpful to read the sections on both Spoken English development and Reading because the development of each of these areas is crucial to successful writing in English for EAL learners. Also see the section on Integrated Literacy Activities which highlights tasks for developing writing through speaking and reading related activities. The tables presented in the Writing for New to English Learners section are a useful reference for learners at all stages in their acquisition of English. 

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Writing for beginner EAL learners

WRITING IN ENGLISH FOR BEGINNER EAL LEARNERS IN PRIMARY SCHOOLS 

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Reading for EAL learners at secondary level

Some older EAL learners have strong literacy in first language, whilst others will have limited proficiency or may never have learned to read. There is a strong and direct correlation between the degree to which you can read your first language and how quickly you will acquire reading fluency in English (see Cummins, 1979). Some learners will know phonics from their first language, whilst for others the concept may be new. In fact, many older EAL learners educated abroad may be able to decode quite well yet may have very little comprehension of what they have 'read'.

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Reading for Advanced EAL learners

You will find it useful to read the sections on Spoken English and on Challenges before this because of the crucial relationship between pupils’ spoken language acquisition and their development of reading in English. Secondary school teachers will find these sections useful in addition to the section devoted to Reading at Secondary.

What teachers need to know about reading in a new language:

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Reading for Beginner EAL learners

You will find it useful to read the sections on Spoken English and on Challenges before this because of the crucial relationship between pupils’ spoken language acquisition and their development of reading in English. Secondary teachers will find these sections useful in addition to the section devoted to Reading at Secondary.

What teachers need to know about reading in a new language:

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Reading for new to English learners

You will find it useful to read the sections on Spoken English and on Challenges before this because of the crucial relationship between pupils’ spoken language acquisition and their development of reading in English. Secondary teachers will find these sections useful in addition to the section devoted to Reading at Secondary.

For a research-informed review of literacy interventions to support EAL learners’ literacy development see Murphy & Unthia (2015) listed in the review of research supporting this guide.

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