The EAL Learner

In this series of EAL blogs, we unpick the world of the ‘EAL learner’ considering how we can use evidence and research to improve our practice both within the classroom and the wider school community.

“The limits of my language mean the limits of my world.”

Ludwig Wittgenstein

Wittengenstein’s quote highlights the impact language has on our ability to truly engage with the world around us. Over the last few years, we’ve seen the rise of vocabulary teaching and teachers understanding how crucial it is to narrow the word gap. With the Oracy commission report released in Autumn term, many of us are applying this research in understanding the importance of oracy in the classroom. Our October blog, ‘The Oracy Education Commission Findings’, reflects on the importance of the three elements of oracy and with regards to EAL learners, learning through talk becomes even more significant as we support learners to develop productive talk. However, in many instances, the understanding of EAL learners still seems to be seen as a smaller asterix. Improving our subject and pedagogical knowledge around EAL can help raise the standards and accelerate the learning for a growing body of pupils.

Current data

Currently over 1 in 5 pupils speak another language at home (Leung 2016). The Bell Foundation have tracked the number of EAL learners across the phases to reveal the percentages are rising year on year. 22.8% of children in Primary school are classified as EAL, this rises to 30% of children in Nursery (based on School Census January 2024). This trend is expected to increase year on year meaning that the demographics of our schools will change and as such, we need to ensure we know how to support these pupils in the best possible ways so that all children can reach their potential.

Acquiring a second language

Research has examined the differences between how we learn a first and second language and whether we use the same processes to acquire both.

A question often asked is:

“Do children naturally soak up language like a sponge?”

When considering this process Stephen Krashen devised the five-part ‘Monitor Model’ to help distinguish the difference in 2nd language learning. The purpose was to unpick whether 2nd languages are learnt because the learner is immersed in an English-speaking environment or whether the language is learnt via clear, explicit instruction. The conclusion was both are needed. Krashen distinguishes between acquisition and learning.

As David Sharples shares in his book, “Teaching EAL” (Multilingual Matters, 2021), we need to be mindful of the difference between learning and acquiring a language.

Learning a language occurs in an EAL classroom where the grammar and vocabulary are explicitly taught

Acquiring a language happens through natural interaction with others

The two are interconnected and later research found that exposure to language rich environments is of fundamental importance. Therefore as educators, it is vital we create opportunities for our classrooms to be places of high quality talk. Activities should be planned so that learners are able to converse, interact and establish meaning together. Helping children to monitor the meaning of the language will also help improve their 2nd language learning.

Both approaches are necessary for an inclusive environment and can be integrated to create a language rich environment. What is important to note is the significance of the learners’ first language is an important framework for the development of the second language.

“A second language is not just adding rooms to your house by building an extension at the back: it is rebuilding all the internal walls.”

Vivian Cook, 2008

When using this analogy, the first language creates the frame, the steel, the support structure. It is essentially the scaffold for the next language. It is crucial that the learner’s first language is celebrated and encouraged to develop as the learner will adapt and connect the new language within the parameters of their first language. It is an interconnected neural web that continues to develop over time. Scientists have used neuroimaging techniques to examine the changes in brain matter as a second language is learnt and the brain adapts quickly to meet the new demands (changes to the grey and white matter can be observed).

Therefore, as teachers we need to consider how we can harness the child’s first language whilst ensuring that we fully understand the process of learning a second language. To do this we need to ensure we consider the child, teacher and SLT’s understanding.

EAL Child

• In which language do you feel most comfortable speaking?
• How do you express yourself when you need help or want to share your ideas in school?
• What do you find easy or difficult when speaking or understanding English?
• What language do you speak at home, and how often do you use English with your family?

Class Teacher

• What is the child’s proficiency in their first language, and how does it influence their English learning?
• How does the child engage with English in the classroom compared to their first language?
• How can I support the child’s language development through both their first and second languages?
• What specific teaching strategies are most effective for this learner in acquiring English?
• How can I ensure that the classroom environment is rich in language for all learners, including EAL students?
• How do I assess progress in both the child’s first and second language?

School Leader

• How can we provide a school-wide understanding of the importance of supporting first language development?
• What resources or professional development can be provided to staff to better support EAL learners?
• How can the school create a language-rich environment across all areas of the curriculum?
• What are the school’s current strategies for supporting EAL learners, and where can we improve?
• How do we monitor and evaluate the progress of EAL learners to ensure their language development is effectively supported?
• What actions can we take to ensure that EAL learners feel supported in both their social and academic development?

It is essential to recognise that every EAL learner is unique, and their experience of learning a second language can vary greatly therefore the process above may need to be adapted to consider factors such as age, previous exposure to languages, cultural background, and the support they receive can all influence how quickly and effectively they acquire a second language. For younger children, language learning may be more intuitive, but even then, it requires consistent interaction and support. Older learners, or those with limited exposure to English outside the classroom, may need more targeted instruction. As educators, it is our responsibility to be patient and flexible, understanding that language acquisition is a gradual and personalised journey.

By embracing the diversity of language learners in our classrooms, we can foster an environment where EAL children feel empowered to use both their first and second languages as tools for learning and communication.

What next?

It can feel like opening Pandora’s box initially, as it’s a world of many unknowns. The complexity of understanding how EAL learners process and acquire a second language can feel overwhelming, especially when you’re navigating unfamiliar territory. However, just like with any new endeavour, it’s important to start small, break the process down into manageable steps, and focus on one area at a time.

At One Education, we work with schools to establish whole school approaches to EAL through the following:

• Whole School EAL Review
• Devising and implementing assessment systems
• Delivering tailored training to meet the needs of the school staff developing subject knowledge of EAL
• Reviewing current practice and working with schools to create a truly inclusive setting for all learners.

Our free initial self-assessment tool below will help guide your initial review of current practice allowing you to understand where you currently stand, identify gaps, and help you track progress along the way.

Download our free self-assessment tool.

Following this, our consultants are available for whole school audits to support your setting in the next stage of your journey. Our team are able to delve deeper and provide thorough bespoke support for senior leaders, teachers and children so teaching and learning for EAL pupils is of the highest quality.

Improving learning for EAL children is an evolving process, and as you reflect and adjust, you will gain valuable insights into what works best for each individual learner. It’s a journey that requires patience, dedication, and a willingness to embrace continuous learning—both for your children and yourself. This blog is the first in a series of EAL blogs. The next 2 blogs will help you to extend areas you may want to focus on within EAL:

• Assessing EAL
• Developing a whole school approach to EAL

For more information on EAL and how we can help support your school, please contact Liz Dwarampudi, Education Consultant at liz.dwarampudi@oneeducation.co.uk