Students are classified as EAL if the language of their home is different to the language in which they are taught, i.e. English. EAL is not classed as a learning difficulty or Special Educational Need. Students identified as having EAL will have their individual needs evaluated and supported through appropriate supportive strategies including the provision of pre-reading in the form of terminology lists, the use of the Frayer Model, and paired buddying collaboration.
Depending on the level of need, students may have access to EAL support using technology, or, in more extreme cases, from teaching assistants who have received appropriate training and support. More advanced learners of English will have continuing support in line with their varying needs as they develop competencies over time.
We recognise that features of good EAL practice include:
- providing specialist support for newer arrivals
- providing continuing support for more advanced learners
- monitoring EAL attainment and progress
- assessing learners’ proficiency and literacy in their first language and establishing what prior subject knowledge and experience they have in other subjects
- providing regular training for all staff on the needs of EAL learners
- engendering a sense of belonging through assimilation initiatives including Unity in Diversity Day (a celebration of multilingualism and multiculturalism) and A Multilingual Learner Club
- using summative assessment data to identify multilingual students who might benefit from targeted interventions ahead of external examinations