In this section of the website you will find support and information about evaluating your current school practice in making provision for learners of English as an additional language as well as engaging with parents, carers and communities.
There is a page about developing school policies which relate to EAL learners, such as a whole school language policy or an anti-bullying policy. EAL Nexus have also developed their own audit and evaluation documents that may be useful for specialist teachers and school leaders to use to consider next steps in developing their provision.
We also include a parental engagement audit that we have used when working with school leadership teams. There is a page which explains the importance of considering bilingual teaching and support and exemplifies some ways in which this can be achieved.
The final section provides two pages of advice about how to use, collect and record data about EAL learners.
Most schools will have a number of policies which have relevance to the teaching, learning and well-being of EAL learners. Foremost of these will be the equality and diversity policy.
On these pages schools will find a toolkit of resources that can help them evaluate their current practice in making provision for EAL learners.
Schools work hard to forge effective partnerships with parents as research consistently shows that parental involvement in children’s education has significant and lasting benefits.
In order to value linguistic diversity and build on the EAL learner’s prior language skills, teachers should find out as much as they can about learners’ other languages
There is now a considerable amount of data available in schools to help teachers identify learners’ backgrounds and needs and to help monitor and track the achievement and progress of learners with EAL.
Ethnicity is measured in the UK Census and other official data sets by asking individuals to self-select among categories that may include nationality (Chinese, Indian, Irish), broader geographic or ancestral categories (African, Asian, Arab), colour (e.g. White, Black), and combinations of these (‘White Irish’, ‘White British’), including explicitly ‘mixed’ categories (‘White and Black Caribbean’) (Afrkhami 2012).