Need to understand the drawbacks of deceleration and the rare occasions when it might make sense? Want to know what to think about before implementing the BELL Foundation EAL Assessment Framework? Confused about why using standardised tests with new to English new arrivals might be a bad idea?
This one-stop course should have everything you need to know in clearly laid out, research-informed Position Statements written by our team of Specialist Teacher Advisors.
This position statement focuses on considerations for school-based practitioners who are involved in teaching phonics to learners of English as an Additional Language.
This Position Statement covers underpinning principles that schools should take into account when thinking about practice and provision for their learners of EAL. It details the distinctiveness of EAL pedagogy and clarifies why TEFL/ESOL approaches are not appropriate for this group of learners.
Decisions regarding in which year group to place a child are very important. As a general rule, it is recommended that children are placed in the chronological year group which reflects their age and the support available to allow them to engage with the learning within that placement.
All decisions around deceleration should be made with great care and with the understanding of all concerned parties of the possible impact of deceleration, which may differ from what happens in other areas of the UK and other countries.
The use of screening tests and standardised assessments with pupils who are in the early stages of acquiring EAL is unlikely to yield reliable results, either when the tests are conducted in English or when they are translated into first language. Find out why from the link below.
This Hampshire EMTAS Position Statement provides an overview of best practice guidance relating to the placement of learners with EAL in ‘ability’ groupings, sets or streams in primary and secondary school settings.
This Position Statement focusses on the general good practice principle for schools and other educational providers to take account of the multilingual backgrounds of their pupils and families and how schools should proactively encourage pupils to use their multilingual skills as a tool for learning across the curriculum. It highlights considerations for schools with respect to policy, practice and provision.
Whilst it is widely accepted that the mainstream classroom setting is the best
place to facilitate learners’ access to positive language models, there are a few occasions where withdrawal provision can be helpful and in keeping with EAL best practice. This position statement explores the pros and cons of Withdrawal Provision in detail.
Whether or not they are running our Young Interpreter Scheme, most
Hampshire schools will have had to rely on a child to interpret for another child or parent. This is true of schools with high numbers of learners with English as an Additional Language and of schools where these learners are more isolated. The link below looks at the research and offers clear guidance around this issue.
Lack of English should not be equated with a lack of knowledge, skill or understanding. Bilingual learners are no more likely to have special educational needs/disabilities (SEND) than any other pupil. So what factors should we consider before making firm decisions about practice and provision? Find more information in the link below.
The BELL Foundation EAL Assessment Framework is useful for formative and summative
assessment purposes, and for next-steps target-setting for EAL pupils.
Read our position statement to find out about the key features and main
considerations for the implementation of this EAL assessment framework.
Published January 2023