It’s easier to be what you can see: Supporting EAL learners in multilingual classrooms

Johanna Thomson, Primary Link Tutor, The Tommy Flowers SCITT, UK; EAL Content Writer, Twinkl Educational Publishing Ltd, UK One and a half million students in England are English as an additional language (EAL) learners (The Bell Foundation, 2020a). Yet too often in school, being multilingual can be viewed as a barrier to making academic progress […]

Equity and English as an additional language: Looking beyond deficit and asset lenses

|FIGURE 1 shows different approaches to viewing children with EAL. Deficit lens includes: Weaknesses and Can’t do. Assets lens includes: Talents

Jacob Huckle, Head of EAL at an international school; part-time doctoral student, University of Bath, UK According to the latest school census, 19.3 per cent of students in England’s schools are learning English as an additional language (EAL), which is around 1.6 million students (Explore Education Statistics, 2021). Although there is no specific data, it’s […]

Supporting students who use English as an additional language: Lightening the cognitive load

Emily Walker, Shaw Primary Academy, UK Cognitive load theory has been continually developed since the 1980s and is concerned with the processing ability of memory (Garnett, 2020). The following two areas of cognitive load are important to consider when supporting learners:  the characteristics and level of complexity of the material or task itself, known as […]

Opening doors to excellence in English at Rowner Junior School

Emily Weaver, Assistant Headteacher, Rowner Junior School, Gosport and Fareham Multi Academy Trust, UK Kerry Payne, Executive Headteacher, Gosport and Fareham Multi Academy Trust, UK Rowner Junior School, part of the Gosport and Fareham MAT, is a coastal school serving a demographic of high deprivation: 62 per cent of learners are eligible for additional pupil […]

Integrating inclusive practice for EAL students: All phases

Samantha Torr, Alpha Teaching School Hub, UK Context and demographics  In line with increases in the number of EAL students across the country (Demie, 2017 DfE, 2015).), the ATSH has experienced a significant increase in students with EAL in schools within the areas that it serves.  This has led to project involving 11 schools across […]

Reimagining adaptive teaching: Creating a supportive environment for all learners

Charlotte Mosey, Senior Lecturer in ITT/E, University of Derby, UK Jack Bryne Stothard, Lecturer in ITT/E and Teacher Education, Research and Innovation Lead, University of Derby, UK In-service teachers, due to time constraints, often have little time to thoroughly reflect upon their pedagogy, and as such it becomes increasingly difficult for innovative and inclusive practices […]

English and other languages: Is it really a world of difference?

Anna Czebiolko, Head of EAL at Cockburn John Charles Academy, Leeds Children who are new to the English education system can perceive English as a ‘foreign’ language that has little or nothing in common with their native dialect. This article will explore how the explicit teaching of language families can help students to make connections. […]

Marrying ‘universal’ neurodiversity and Universal Design for Learning to enhance inclusive pedagogy: A case study from the primary school geography classroom

|Figure 1 illustrated the UDL instructional planning cycle (Rao and Mao

Irene Leach, Deputy Headteacher, Weatherfield Academy, Bedfordshire Dominic Griffiths, Visiting Research Fellow, Faculty of Health and Education, Manchester Metropolitan University Introduction In this article, we take forward some of the ideas presented in an earlier Impact piece (Griffiths, 2020), which presented the case for using ‘neurodiversity’ as a framework for looking beyond the (SEND) labels […]

Dogs in schools: Towards an inclusive partnership

|Figure 1 illustrates four principles to consider when having dogs in school: (1) Respect everyone’s feelings

Dr Helen Lewis, Department of Education and Childhood Studies, Swansea University, UK Dr Russell Grigg, Ministry of Education, UAE The learning environment refers to the range of physical, virtual and social contexts within which pupils acquire knowledge, skills and values. This article summarises the contribution that dogs can make in promoting and supporting an inclusive […]

What does EAL really mean and what should we do about it?

Graham Smith, Director, The EAL Academy, UK The 2021 school census (DfE, 2021a) records 316 languages spoken by pupils and acknowledges that there are more. It tells us that pupils with English as an additional language (EAL) make up 19 per cent of the state school population in England, pupils with free school meals 21 […]

Developing effective teacher–student relationships: Learning from the experts

Robbie Burns, Assistant Vice-Principal, Bede Academy (part of The Emmanuel Schools Foundation), UK How can leaders support novice teachers to develop teacher–student relationships effectively? It is my view that we can learn much from the classrooms of expert teachers as described in research. In this article, I aim to clarify the nature and minimum purposes […]

Helping teachers to create engaging and inclusive learning environments with open-access resources, tools, and supportive communities

Tiffany A Roman, Kennesaw State University Rebecca V Frazee, San Diego State University Christopher G Johnson, The University of Arizona Introduction It has been argued that learning environments matter (Brooks, 2011), particularly in relation to the way in which learning spaces, technology and pedagogy intersect in the design of learning experiences for students (Radcliffe et […]

The impact of online CPD (for support staff) taken as a whole-school group

Helen Bilton, Professor of Outdoor Learning and Play, , UK  Anastasia Rattigan, Senior Digital Learning Producer and Yen Tu Digital Learning Producer, University of Reading, UK  Schools spend money and time on training their staff, commonly known as continuing professional development (CPD). But how often do they consider what might be the most appropriate learning […]

‘Relationships underpin everything’: What we can learn from the Nordic Teaching Model and a focus on relationships and student perception as a recently qualified teacher

|Figure 1 shows The Nordic Teaching Model which is split into three competencies: Teaching

Jim Rogers, Education Specialist,; Partner, The Nordic Schools, UK Julia Hill, Teacher of Art and Photography, The Castle School Taunton, UK Introduction In both the Teachers’ Standards (DfE, 2011) and the new Early Career Framework (DfE, 2021), building positive relationships of mutual trust and respect are defined as expectations of teachers. But to what […]