The importance of EAL pedagogy in supporting all learners

The importance of EAL pedagogy in supporting all learners

 

As England has increasingly become a country of rich diversity and culture, our schools now reflect this with the latest government data reporting that 22.0% of primary pupils in 2022-2023 had a first language known or believed to be other than English.

 

The Department for Education define whether or not a pupil is classed as having EAL ‘if they are exposed to a language at home that is known or believed to be other than English’. This broad definition covers a wide range of complex language needs, ranging from third or fourth generation migrant children born in the UK who speak fluent English and have very limited knowledge of other languages that may be spoken by their families at home, to new arrival children. This could include refugees, asylum-seekers and the children of people working or studying in the UK. New arrivals are a very diverse group and can range from new to English (NTE) to fluent in terms of their English language proficiency. They can arrive at any age and have widely different socio-economic and educational backgrounds. Some come having had a high standard of education, others have had little or interrupted schooling or may have experienced traumatic events or war.

 

The mainstreaming of EAL learners, whatever their stage of language proficiency, is now the standard practice in the United Kingdom and teachers at varying stages of their career are teaching pupils who are simultaneously learning the English language at the same time that they are learning subject specific content. A greater awareness of EAL pedagogy and how to apply this into different subjects is necessary if teachers are to meet the needs of all their learners. The Bell Foundation (2023) have published five simple but effective principles to guide EAL pedagogy:

Principle 1 - Multilingualism as an asset

Encouraging learners to use and develop their home language as well as learning English is proven to have a positive impact.   

 

Principle 2 - High expectations with appropriate support

Having high expectations of learners using EAL while offering them the language support that they need is beneficial to their learning.

 

Principle 3 - Integrated focus on content and language

Focusing on language while teaching subject content is crucial to the progress and attainment of learners using EAL.       

 

Principle 4 - Effective and holistic pupil assessment

EAL assessment builds a broad picture of the learner, which enables teachers to plan appropriate and targeted support.    

 

Principle 5 - Social inclusion

Including learners using EAL and their family in all aspects of school life improves their wellbeing and motivation for learning and is beneficial for the school.

 

More detailed guidance and practical classroom ideas and resources to help in meeting the needs of all EAL learners can be found on The Bell Foundation website. https://www.bell-foundation.org.uk/eal-programme/guidance/classroom-guidance/effective-teaching-of-eal-learners/

 

 

Kerry Howle

Lead Mentor