International Database of Education Systematic Reviews

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

You can also follow updates about the project at and by following IDESR on Twitter @IDESR_org.

Less than a week until the start of the ‘Being Multilingual’ event series!

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:

The events are free to attend and will be held online, but you will need to pre-register here:

All events will be 6-7pm British Summer Time.

Allocation of exam grades – information for parents and learners

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:

Guidance: Papers for senior leaders, teachers, learners and parents
Webinar Recording: Assessment arrangements for 2021: implications for learners using EAL
Webinar Recording: Teacher assessment in 2021: meeting the needs of learners who use EAL
Article: Teacher assessments 2021: Ensuring equity for EAL learners

EAL in the Early Career Framework

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.
Read the article in Headteacher Update (primary)
Read the article in SecEd (secondary)

Sharon Unsworth’s podcast: New episode about trilingualism!

Repost from Sharon Unsworth:

Many children around the world are growing up with not one, not two, but three languages (and sometimes more). In this episode of Kletsheads, we talk to Simona Montanari (California State University, Los Angeles) about what you can realistically expect from a trilingual child, and how best you can support their multilingual language development. There’s a bit of an Italian flavour to this episode because in Let’s Klets, we talk to an Italian-speaking mum living in London about how the lockdown has changed her daughter’s bilingualism, for the better. And our two trilingual Kletsheads of the week teach me some Czech and tell me why think it’s important to speak more than one language. Enjoy!

#bilingualism #multilingualism #multilingual #languagelearning #kletsheads #podcast #sciencecommunication #languagedevelopment #parentingtips #lockdownstories

Free KS3 EAL resources from the Learning Village

The Learning Village now has a secondary learning area, in addition to the primary area. Here, there are also free EAL resources. The free, award-winning resources are now in one easy place. There are printable resources for teachers and for learners which range from scaffolding resources to flexible EAL schemes of work. These are ideal for offering support during periods of home learning and beyond.    

The resources also link to an extensive EAL teaching blog – great for professional development!  

The Bell Foundation and EAL Nexus websites have been amalgamated

The 150+ resources, guidance and “Great Ideas” from EAL Nexus can now be found in the same place as the EAL Assessment Framework for Schools and digital Tracker, training opportunities, research, news and blogs.  Through combining the expertise, evidence, tools and thought leadership from these two sites, the aim is to provide you with an enhanced, seamless and more complete experience. All the resources and tools are free. You just need to register to access them.

Visit the new website
Find out more about the resources
Great Ideas
The twenty Great Ideas pages provide teachers with the rationale behind using the various tried and tested approaches and strategies recommended for use with everyone in the class, but in particular, with learners who use English as an Additional Language.  Each Great Idea includes links to relevant resources and four Great Ideas include short guidance videos.  Each week additional Great Ideas videos will be posted on the website.

Home Learning

This section of the site includes advice, guidance and resources for teachers working with learners and their parents/carers.  For example, the parental involvement section includes flyers, available in 17 of the commonly spoken languages in English schools, which schools can give to parents so that they are able to help their child(ren) to learn. Find out more here about the guidance.

Continuing Professional Development

The Foundation is developing a national calendar of training – online courses, face-to-face courses being held at regional Centres of Expertise, as well as the very popular series of webinars. There is a webinar running in November. Click here to book a free webinar place.

Webinars from the NALDIC and CCT partnership

In September, NALDIC was delighted to announce it is working in partnership with The Chartered College of Teaching to deliver termly online training webinars that are open to both NALDIC and CCT members.

At each event, there will be a presentation by an expert in one element of EAL teaching and learning, followed by time for audience members to reflect on key messages in breakout rooms before they return for a plenary session.

In the first of these, which took place on October 6, 2020, Naomi Flynn (NALDIC Chair of Events) introduced the audience to some research-to-practice ideas for great EAL pedagogy.

Attendees appreciated the opportunity to ask questions of both Naomi and of each other, in what was a fruitful exchange of ideas among like-minded practitioners and researchers.

Members can view the first recorded webinar on our website here.

Global practices in teaching English to children

How much has changed in the past 10 years?

If you teach English to children aged 7 to 11, please consider taking part in this survey investigating current global practices in teaching English to children, funded by the British Council (and carried out by researchers at Aston University, Birmingham). They conducted a similar survey 10 years ago, which was filled by over 5,000 respondents. This is a unique opportunity to make a strong comparison and develop new findings.

Here is the link for the survey in Arabic, English, Japanese and Spanish:

Here is the link for the survey in Chinese: