How can we assess learners who use English as an additional language taking into account their often diverse and distinctive language needs? Emily Curran offers practical strategies, pointers and signposts to useful resources
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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).

Therefore, understanding a learner’s proficiency in English is crucial to ensuring that appropriate and distinctive teaching approaches are used to engage and support learners, as per Teachers’ Standard 5.

 

2, Assessing curriculum knowledge

Standard curriculum tests designed for monolingual English-speaking children are not always appropriate for learners using EAL, especially those who are new to English or in the early acquisition stages. Barriers to understanding are often due to:

  • Complex grammar/vocabulary items.
  • Unknown meanings of known words (e.g. “power” in maths).
  • Cultural references (e.g. referring to raising money for charity to establish the context for a maths question).
  • Unfamiliar task types (e.g. learners may be used to short answer questions based on recall rather than questions that ask for extended writing).

Learners may understand the content of a test or lesson but may not yet be able to articulate that understanding in English. To ensure that multilingual learners are able to demonstrate what they know and can do, it is useful to adapt curriculum tests, where possible, for learners at different levels of proficiency in English.

 

3, Assessing home language proficiency

Home language assessments provide valuable information, such as:

  • An understanding of a learner’s preferred language(s) and literacy skills, which can be used to support their literacy development in English.
  • An indication of strengths and possible learning needs in the home language. This can be used to inform potential SEND support. To learn more about EAL and SEND, see the Bell Foundation’s guidance (see the end of this article for all links).
  • Information about educational experiences and expectations.

 

Embedding effective and holistic EAL assessment

How can leaders ensure that holistic EAL assessments are embedded within the school? Here follows seven practical strategies.

 

1, Adopt a school-wide approach

Holistic assessments of learners who use EAL are most effective when part of a whole-school culture. A consistent approach to EAL assessment across the school will ensure that assessment data is more reliable and useful. A consistent approach is particularly important in establishing the “normal way of working” needed for access arrangements, including SATs. It is important that this “normal way of working” is established from the outset.

For more information about access arrangements for learners who use EAL, see this recent article in Headteacher Update written by my colleague Glynis Lloyd.

 

2, Consider the role of the EAL coordinator/lead

Having an EAL coordinator is essential in driving forward EAL provision and working to improve outcomes for EAL learners. This is especially true in settings that are new to welcoming EAL learners and do not have existing established provision in place.

Ideally, the EAL coordinator will have oversight of EAL assessment practices and procedures, including CPD on EAL assessment and teaching strategies.

As the main point of contact for newly arrived learners, the EAL coordinator is well-placed to carry out initial assessments. However, teachers are best placed to carry out on-going assessments (both curriculum and proficiency in English). This is because teachers see their learners the most regularly and are experts in their fields, meaning that they are also the experts on the language needed to engage successfully with the curriculum.

The Teachers’ Standards note that teachers must “have a clear understanding of the needs of all pupils, including … those with English as an additional language… and be able to use and evaluate distinctive teaching approaches to engage and support them”.

For teachers to “have a clear understanding of a pupil’s needs”, they must be able to “make use of formative and summative assessment to secure pupils’ progress”. In the case of learners who use EAL, this means using formative assessment to secure a learner’s progress both in terms of the curriculum but also the English needed to access the curriculum.

In schools with high numbers of learners who use EAL it is particularly important for teachers to assess their pupils as it is often not practical for EAL coordinators to assess all multilingual children in the setting.

 

3, Help teachers to assess and support their learners

Teachers may not feel confident in carrying out proficiency in English assessments or adapting curriculum assessments. Therefore, there may be a need for EAL assessment-related CPD, such as:

  • Support with the adoption of assessment tools (e.g. a framework to understand learners’ proficiency in English) and processes.
  • Moderation of pupils’ work, with an EAL focus, to promote standardisation and help teachers feel confident using the tools.
  • Peer observations with an EAL focus for teachers to learn from one another regarding assessment and support.
  • CPD around classroom support strategies. To encourage buy-in and implementation of EAL assessment practices, teachers need to feel equipped to use effective EAL teaching strategies in the classroom so that assessment information can be effectively used to support learners in their academic and English language development.

According to research (Robinson et al, 2009), “when school leaders promote and/or participate in effective teacher professional learning this has twice the impact on pupil outcomes across a school than any other leadership activity”. In other words, by actively engaging with and driving forward EAL-related CPD, leaders are more likely to see improved outcomes for their pupils using EAL.

 

4, Allocate time

Teachers and EAL leads will need time to embed assessment practices. The EAL lead will need time to:

  • Conduct initial assessments, including home language assessments.
  • Meet parents to gather initial information.
  • Plan and run CPD.
  • Attend CPD (particularly for those new in post).
  • Monitor assessment data and interventions.

Teachers will need time to:

  • Review programmes of study.
  • Adapt assessments to reduce dependency on English language understanding.
  • Conduct and record on-going assessments.
  • Engage in CPD – this might involve in-school CPD run by the EAL lead or external training opportunities (see further information).

 

5, Include EAL assessment in school policy

To effectively embed EAL assessment practices, it is essential that expectations are outlined in school policy. Leaders may want to review policies that already exist with EAL assessment in mind or create a new EAL policy featuring a section on assessment. Policy could clarify the following:

  • Who is responsible for conducting different EAL assessments (proficiency in English, curriculum, and home language).
  • What tools, procedures or approaches staff are expected to use.
  • When assessments take place.
  • Where assessment data should be stored.
  • How assessment data is used to inform support.

 

6, Monitor assessment practices and data and respond appropriately

As with all new approaches, it is crucial to monitor assessment practices and data to ensure that the systems and procedures in place are appropriate and useful. This could be done by carrying out staff surveys asking teachers how confident they feel in relation to different EAL assessment practices, alongside learning walks with a focus on EAL assessment and in-class support.

 

7, Communicate with families and pupils

It is important that there is clear communication with children and families/carers around the learner’s progress or any concerns.

Bear in mind that some parents and carers may need English language support during these conversations. Where possible, use an interpreter, e.g. a staff member or another parent who shares the same first language. It is important to use an impartial interpreter to ensure unbiased translation and maintain confidentiality, especially in relation to sensitive topics (e.g. trauma experienced by refugee children).

Ensure the interpreter speaks the same language and dialect as the child and their family and is familiar with their cultural background. For instance, a Portuguese-speaking interpreter from Portugal may not be familiar with the dialect or culture of a Portuguese-speaking child from Angola, which could lead to confusion or miscommunication.

These meetings may also provide an opportunity to communicate the benefits of multilingualism and to encourage the maintenance of the learner’s home language.

 

Final thoughts

A holistic approach to EAL assessment is essential to support the diverse needs of learners who use EAL. By adopting a comprehensive assessment strategy, schools can better support language development and curriculum engagement, fostering an inclusive and effective learning environment for all pupils.

 

Resources from The Bell Foundation

Further information & references

Related articles

Practical, evidence-based strategies to support EAL pupils in the primary school

The EAL coordinator: Guidance and practical strategies

SATs: Access arrangements for learners who use EAL