The Talk Rich Teaching project is a study being conducted by the University of Reading using a US-designed approach to teacher professional development called The Enduring Principles of Learning. This approach has had success in raising the attainment of all pupils, but particularly EAL pupils. To learn more, click here.
The Bell Foundation recently hosted a webinar offering practical advice to schools about welcoming refugee children, with speakers from Schools of Sanctuary, Refugee Education UK and Nottingham Education Sanctuary Team (NEST). To learn more, click here
The Bell Foundation are offering are a variety of courses for both primary and secondary practitioners at UK schools in 2022.
Some of the courses include:
- Leading a Whole-School Strategy for EAL
- Supporting New Arrivals who are New to English
- Introduction to EAL Assessment
- Teaching Assistants: Working with Learners using EAL
PLUS many more!
If you are interested in attending any of theses courses, or want to find out more, click here to go to The Bell Foundations website.
The Bell Foundations free guidance documents for parents of EAL learners ‘Helping children learn’ and ‘About the English Education System’ are now also available in Dari and Pashto to support Afghan refugees.
Click HERE to access the documents
Drama and role play are effective classroom strategies that can be used with any age group, in any subject and with EAL learners at any stage of English language proficiency.
The newly published Great Ideas video ‘Drama and Role Play’ looks at the different ways of using drama and role play, why they are a Great Idea for EAL learners and offers examples that can be implemented in the classroom!
To learn more, click HERE
The Foundation has just published a new guidance page with a downloadable document about welcoming refugee and asylum seeking learners. It contains useful guidance for schools welcoming newly arrived learners who speak English as an Additional Language, as well as links to a variety of relevant teaching strategies and resources.
Click here to view the guidance page and download the leaflet
Last year, researchers within the Department of Education at the University of Oxford launched the International Database of Education Systematic Reviews (IDESR). The IDESR is the first dedicated space to publish systematic review protocols in education, whilst also providing a clearinghouse for registering and publishing protocols of planned and ongoing education systematic reviews.
This free, electronic resource, with a section focussing on Second Language Education, hopes to improve the rigour, relevance and accessibility of research synthesis in education and will be immensely useful for researchers, teachers and policy makers alike who now have a “one-stop-shop” for systematic reviews in this field!
To read more about this wonderful resource, visit IDESR.org.
You can also follow updates about the project at IDESRblog.wordpress.com and by following IDESR on Twitter @IDESR_org.
The Centre for Literacy and Multilingualism (CeLM) is holding a series of online events to explore what it means to be a multilingual speaker today. Join to find out what research has got to say about exciting new developments in the fields of language and literacy, education, health, neuroscience, and migration: https://bit.ly/2ThYjTO
The events are free to attend and will be held online, but you will need to pre-register here: https://bit.ly/2QWlLoS
All events will be 6-7pm British Summer Time.
In response to the Department for Education announcement that GCSE exams will be replaced with teacher assessment for the second year running, The Bell Foundation has created four guides, one each for learners, parents/carers, senior leaders and teachers. The parent/carer and learner guides have now been translated into 17 of the most commonly spoken languages in the classroom. Teachers are encouraged to share the guides with parents and learners by email, by post, or face-to-face.
The other two guides, one for senior leaders and one for teachers, offer advice and suggestions on how to ensure the best outcomes for learners using EAL within teacher assessments. The impact of school closures on learners is likely to be considerable as many will have experienced some degree of learning loss during this time. For pupils using EAL this may also include potential language loss and be particularly significant for late arrivals to the UK school system and those who are new to English.
Resources linked below:
|In the latest best practice article from The Bell Foundation, Silvana Richardson, Strategic Education Advisor for the Foundation, examines EAL in the new Early Career Framework. From September, it will become a statutory requirement for all schools to offer, and for all early career teachers (ECTs) to undertake, a two-year professional development support and training programme based on the Early Career Framework. The focus is on quality learning for all which means there is no mention of EAL within the framework. |
The below articles, therefore, provide practical advice for schools on how to identify opportunities to apply an “EAL lens” as ECF sessions are planned and how to select, adapt and create materials based on the generic content.