EMILY PREECE, CORE HELLO, CORE EDUCATION TRUST, UK
With approximately 20 per cent of the student body in England learning English as an additional language (Statista, 2023) and ‘learners from all parts of the world… speaking over 360 languages between them and representing every combination of educational, economic and geographical trajectories’ (Sharples, 2021, p. 11), schools and trusts are continually adapting to meet the evolving needs of students. There has been historical criticism that language centres of the 1970s, ’80s and ’90s contributed to the isolation, segregation and discrimination of students and removed them from the mainstream curriculum (Sharples, 2021) – a factor that severely affected their likelihood of academic success. Research has since shown that for children to succeed and thrive, a sense of belonging is crucial (ImpactEd, 2024), and EAL (English as an additional language) teaching must be intertwined with curriculum learning (The Bell Foundatio
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