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Diverse language proficiencies: Applying evidence-informed pedagogical practices to support students in achieving success

5 min read
Annie-Jane Finch-Johnson, Teacher of Physical Education, Harrow International School Appi A brand-new school, where you get to be part of a founding department and start your own curriculum from scratch – sounds idyllic, doesn’t it? Over this past year, the reality of this has at times been as idyllically sounding as you may think; nevertheless, this comes with its own challenges and, on reflection, there have been times when I have not been able to see the wood for the trees.  Context I am part of the PE department in a brand-new school in Japan that teaches in English, with the majority of our students coming from Japan and China. This in turn means that the number of EAL (English as an additional language) learners is high, so I need to create a GCSE PE curriculum that is effective not only for learning but also for the learning of EAL students. My GCSE class has 30 per cent fluent English speakers, 35 per cent middle-level English speakers and 35 per cent at the start of de

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