Our latest evidence from @education.ox.ac.uk shows that the later an EAL pupil joins school, the harder it is for them to catch up in education. Late arriving monolingual pupils do not face this same attainment penalty, however. Explore the findings in our data story: https://bit.ly/3JJVmGp

We've launched our latest evidence on EAL learner attainment with @education.ox.ac.uk. This builds on 10 years’ worth of research and reinforces the importance of assessing proficiency in English. We asked teachers for their key takeaways⬇️ bit.ly/vidcovsuf View the report: bit.ly/43YoaSk

🔊A decade of studies reinforce that proficiency in English is key to transforming outcomes for EAL pupils with high needs. This latest analysis from Dr @ariel-lindorff.bsky.social & Prof Steve Strand OBE was commissioned by @thebellfoundation.bsky.social & Unbound Philanthropy. ➡️ shorturl.at/R57Jf

Data is key to developing effective education provision. But there is currently limited accurate national data on adults who need to learn English and their levels of proficiency. A marker should be added to the data collected by FE providers to better track learners’ needs: https://bit.ly/3UaSio9

Ofsted's inclusion of EAL is a big and welcome change, says this charity leader – here's how schools can ensure provision in this area is visible and valued

The majority of future teachers will work in multilingual classrooms. Yet only 37% of early career teachers report that their training prepared them well for teaching #EAL pupils. Effective teacher training is urgently needed to generate and maintain EAL expertise in schools: https://bit.ly/4nSDEje

For the first time in years, Ofsted inspectors will be asked to explicitly consider how schools are supporting EAL pupils. What does this shift mean for schools? In @tesmagazine.bsky.social, we outline these changes and how schools can build sustainable EAL provision: https://bit.ly/Ofsted-EAL

How can we implement effective #oracy programmes for EAL learners when 41% of early career teachers report feeling unprepared to teach multilingual classrooms? There is an urgent need for effective teacher training and oracy programmes that help EAL learners build confidence: bit.ly/48ayhEo

Many speakers of English as a second language have skills and experience that are unutilised due to language barriers. Investment in effective #ESOL provision is key to unlocking this potential. Discover our calls to turn this potential into reality: https://bit.ly/3UaSio9 @hughesdavid.bsky.social

#Oracy skills are high on the #education agenda. Glynis Lloyd considers what #teachers need to know about teaching oracy to students who use English as an additional language (EAL) and offers 12 practical approaches for the classroom: buff.ly/sqOiPR8 #schools #edusky

#Oracy is important for success in education and later in life. For all pupils to benefit however, the specific needs of #EAL pupils must be considered. Teachers must provide learners with a structured approach that exposes them to language and builds their confidence: https://bit.ly/4nSDEje

Ahead of the release of the Curriculum & Assessment Review report, we've been thinking about how the curriculum can better support the needs of EAL learners. Earlier this year, our article for Schools Week outlined our recommendations to meet the varied needs of EAL pupils: https://bit.ly/482UOVS

This #EuropeanDayofLanguages we celebrate the incredible linguistic diversity in schools. Multilingual classrooms are the norm and our interactive story features experts, teachers, and learners who unpack the myths and opportunities around learning English, and what must change: bit.ly/eal-story

Attending #ESOL classes is more than just acquiring a language – it can be life-changing. Read and watch the inspiring stories of those who have overcome obstacles to learn English through ESOL classes and how it has transformed their day-to-day lives: https://bit.ly/43ZrTzW

Meet our Fellow Prof Steve Strand OBE, Prof of Education at @education.ox.ac.uk @ox.ac.uk. Steve’s research focuses on equity issues and social justice in relation to educational outcomes. Find out more about Steve ➡️ acss.org.uk/professor-st...

How do we bridge the skills gap? Speakers of English as a second language could be the answer, with many having skills going unrecognised due to language barriers. Accessible #ESOL provision is key to unlocking this potential and must be prioritised by Skills England: https://bit.ly/3UaSio9

Good to see @ofstednews.bsky.social recognising the needs of EAL learners 🎉 The schools inspection toolkit reintroduces an #EAL section in the 'Curriculum and Teaching' evaluation area, an important change in how schools support EAL pupils. Read our Director's response: http://bit.ly/4mm0tKg

The Children’s Wellbeing and Schools Bill promises to deliver support for children not in school, but overlooks refugee and asylum-seeking children who can spend up to a year out of school. With @edupolicyinst.bsky.social and @reuk.org we are proposing 3 changes for fairer access: bit.ly/3JIVfdS

The school national funding formula must appropriately recognise the support needs of EAL pupils. While EAL is one of the additional needs factors in the formula, since 2017 the factor has increased at half the rate of funding for other pupils and isn’t ringfenced. Learn more: https://bit.ly/4nSDEje

As pupils return to school, #oracy skills have never been more important. But how can teachers teach oracy skills to pupils who speak English as an Additional Language (EAL)? Glynis Lloyd offers practical tips for primary schools to ensure an oracy-rich curriculum for multilingual learners:

#ESOL is in need of reform. Explore our calls for the development of a new set of ESOL standards and qualifications to support effective language learning and provide learners with the tools they need to thrive: https://bit.ly/3UaSio9

The curriculum review is an important opportunity to reform a system that often fails to support EAL learners effectively. We’re calling for more flexibility around learning and assessment, to support EAL students to learn English, and access the curriculum through English: https://bit.ly/4nSDEje

Demand for #ESOL is rising, but many struggle to access provision in their area. Whilst funding has been slashed, in some areas a flexible use of funding has enabled ESOL provision to reach those who need it and meet local demand. Learn more: bit.ly/3UaSio9

#EAL pupils’ English proficiency = biggest achievement predictor at school. It explains 4-6 times as much variation in attainment as gender, FSM and ethnicity combined. Assessment of proficiency is key to effective classroom support and should be reintroduced in England: bit.ly/4nSDEje

How can we make #ESOL more accessible to employees who speak English as a second language? For those working long hours or shifts, ESOL in the workplace could be a gamechanger, opening up new opportunities to gain vital language skills. Learn more: bit.ly/3UaSio9

Out of the 1 million people who report not speaking English well or at all, 1/3 are UK citizens. #ESOL can be key to unlocking a wealth of skills. But whilst demand is rising, decimated funding is leaving many struggling to get support they need. View our calls for change: bit.ly/3UaSio9

Multilingual classrooms are now the norm, with over 1 in 5 pupils speaking #EAL in England. But a policy vacuum, alongside the disappearance of expertise and services, has left learners unsupported and teachers unprepared. We’re calling for urgent changes to plug the gap: bit.ly/4nSDEje

Hello Bluesky! 👋 At The Bell Foundation, we work with schools and other partners to facilitate research, train teachers, and influence policy to unlock opportunities for adults and children who speak English as a second or additional language. Follow along for new research and updates.