It would be difficult to find a teacher who has not encountered or is not aware of the phrase “removing barriers to accessing the curriculum”.
Often, it is taken to mean that adaptations need to be made for certain learners to enable them to participate in learning activities in the classroom.
For learners who use English as an additional language (EAL), barriers to accessing the curriculum often stem from the fact that English (the language of both instruction and assessment) is not their first language. While on the journey towards English language proficiency, support is needed to ensure that any potential English language barriers are minimised and that learners using EAL are able to participate in classroom activities on a par with their peers.
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