Children using English as an additional language (EAL) make up more than one-fifth of the pupil population in England, according to the latest school census.
These learners are a diverse group, coming from various language, social, economic, and geographical backgrounds, with differing experiences and expectations of school.
It is therefore important that these learners receive appropriately tailored support, which can be informed by holistic EAL assessment.
This article will explore three key areas to assess and then go on to make recommendations for integrating effective and holistic EAL assessments into your school’s teaching practice.
1, Assessing proficiency in English
Research by Strand and Hessel (2018) found that proficiency in English is the key indicator of attainment in learners using EAL, accounting for 22% of the variation in attainment (compared with the 3-4% attributed to gender, free school meals status, and ethnicity).
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