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Teachers in many countries can expect to have pupils in their classes for whom English is not their first language. This guide is essential reading for teachers in this position.

It is widely recognised that many aspects of EAL teaching and learning are under-researched in the UK; including the shape of effective CPD for EAL. With this in mind we are interested in hearing from schools, teachers and fellow academics who want to pursue practice-oriented research that examines effective pedagogy for EAL through any subject area; and who are interested in looking at ways of developing teachers’ pedagogy for EAL through CPD.

The advice in much of this guide is transferable to other contexts in which English is the main language but is being learned as an additional language; with the caveat that curriculum references to English curriculum guidance may not be relevant.  The guide is also relevant to some extent to contexts where teachers are working with children learning any new language that is the language of the host nation; particularly the sections that deal broadly with new language acquisition and new literacy development.

This work is based on empirical findings from research in the UK context, in the US context and from other nations where English is not the first language. It also draws on teacher-oriented resources from a number of different nations; resources are referred to only where there is a recognised empirical base to the teacher guidance given. To find out more about the research project which led to the writing of this EAL MESHGuide read  Flynn, N. (2019). ‘Facilitating evidence-informed practice’. Teacher Development, 23  (1), 64-82.

TEACHER’S/LSA’s NAMES: PAUL LEGGATT AND RUTH ECKETT, Henry Beaufort School (11 – 16), Winchester                

YEAR GROUP OF PUPILS:   7 & 9 ( 11-12 & 13 -1 4 years)

TOPIC OF ENQUIRY

Exploring reading activities to support  beginner English learners

TARGETING (what specifically are you seeking as outcomes?)

TEACHER’S NAME:          ROB BAKER-GALL, Harrison Primary, Fareham         

YEAR GROUP OF PUPILS: Y5 (9 - 10 years)

TOPIC OF ENQUIRY

Developing language for writing

TARGETING (what specifically are you seeking as outcomes?)

Growth in breath of vocabulary and in understanding of the grammatical structure of written English.

Exploring the possible impact of child having opportunities to think in first language.

TEACHER’S NAME:   SARAH-JANE JACKSON, St Michael’s CE Infant School, Aldershot        

YEAR GROUP OF PUPILS:   Y2 (6 - 7 Years)

TOPIC OF ENQUIRY

Reading comprehension with one Y2 able EAL learner

Exploring writing activities with Y2 EAL learners

TARGETTING (what specifically are you seeking as outcomes?)

Improving reading comprehension

Improving specific aspects of writing