Improving support for pupils with English as an additional language
Improving support for pupils with English as an additional language
This report on UK school pupils who speak English as an additional language (EAL) argues that their progression in English language proficiency, academic achievement and social integration is closely linked and that a strong professional knowledge base is needed in schools to support the pupils. The authors also argue that parents are an ‘untapped resource’ for support and social integration. The report makes a series of policy recommendations.
The report identifies opportunities to target outreach to parents of EAL pupils, and develop frameworks and qualifications for English language support specialists to enable better assessment of language proficiency among pupils.
The researchers, from the University of Cambridge and Anglia Ruskin University, were commissioned by the Bell Foundation to conduct a two-year longitudinal study of secondary schools in the East of England between 2013 and 2015.