The term EAL is used to describe a diverse group of learners who speak English as an additional language. In England, such learners are defined as those who have been exposed to a language at home that is known or believed to be other than English (Department for Education, 2019). These learners are tasked with learning English through the curriculum and the curriculum through English.
Just under 1 in 5 pupils aged 5-16 years are recorded as using EAL in England.
There are several factors that may impact on how a learner acquires English skills including:
- country of birth
- age on arrival
- previous educational experience
- first language spoken and home background
An EAL learner could be:
- a second or third generation ethnic minority student who speaks English fluently but has a second language as part of their cultural heritage
- a new arrival to the English school system who is new to English
Therefore the approach we take to supporting this group of learners must be individualised. Some of the variables within the group are recognised as influential factors in terms of academic achievement.
The Department for Education have published a report which provides evidence on what influences EAL learners to mitigate language learning loss.
Influential factors
First Language
How close to the English language in terms of phonology, graphology and grammatical structures the language of the home is, may impact on the speed of English language acquisition the learner will have. There are marked differences between both attainment and acquisition of English skills between different languages irrespective of when they arrive. The closer a language is to English in terms of:
- how sounds are made
- words put together
- the faster progress a learner may make when acquiring English as an Additional Language
Proficiency in English
Learners will arrive with different experiences of hearing and using the English language with some being new to English and some already developing fluency. Some learners may understand more English than they are able to use, and some may be literate in English. The level of proficiency provides a clear indication of the level of support needed. The Language scales available on this site are a useful tool to track and monitor English proficiency and provide relevant strategies for each stage of development that can be incorporated into everyday school life.
First language proficiency
Some learners have been exposed to multiple languages in the home and may speak, understand read and write in more than one language. Some families speak one language socially and another for educational purposes and within many languages there can be several dialects. Research has shown that bilingual and multilingual learners, given the opportunity to develop all their languages, can gain an advantage over their monolingual peers in terms of cognitive control, expanded communication skills, enhanced well-being and academic success.
Some languages do not have a written form including some Indigenous languages spoken by ethnic groups in remote areas of Africa and the Americas. A learner who is literate in their home language will be able to transfer the concepts of text carrying meaning into English Parents and carers will also have varying levels of literacy skills in both English and their own language. Some learners may have difficulties when using their home language.
Point of arrival
Learners may have been born in the United Kingdom (UK) and have been through the education system in England; entering schools with varying levels of English language. Some learners may be new arrivals to the UK again with varying levels of English acquisition.
Learners using EAl who enter the school system during Early Years Foundation Stage and Key Stage 1 (KS1) are more likely to meet age related expectations by the end of Key Stage 2 (KS2) than those learners arriving in KS2 or during Key Stage 3/4 (KS3/4) or arriving mid-way through an academic year.
The level of education a learner may have had prior to a move to the UK can vary with some learners having experienced a high level of education and being literate in their home language to others wo have experienced interrupted learning or had little schooling. Learners may have experienced education with significant differences in terms of approach to teaching and learning, curriculum content, technology and resources.
Learners and their families may have had different experiences of education and have formed different attitudes and approaches to education.
Download the full report commissioned by the Bell Foundation: Education Outcomes of Children with English as an Additional Language.
Social class and economic status
The reasons for people moving to the UK are vast, seeking refuge from war to economic migration and family reasons. Some will have left areas where they suffered discrimination and poverty whilst others have held high powered posts and enjoyed wealth and social standing.
Academic Ability
Learners may have Special Educational Needs and/or Disabilities (SEND), such as hearing impairment or dyslexia or they may be Academically More Able (AMA).
Support networks
Some learners have a lot of support from their family and community while others may be isolated.
Experience of life in the UK
Experiences vary a great deal, from positive to negative, including experience of racism, hate crime and/or bullying.