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This section of the website was revised in 2007 to reflect the Standards for Qualified Teacher Status (TDA, 2007). Icons are displayed to indicate which standards for qualified teacher status the material relates to.

Clicking the symbols will open a new window which displays the relevant QTS standard and, where applicable, the linked core (C), post threshold (P), excellent (E) and advanced skills teacher (A) standards. The links also display the relevant guidance to accompany the QTS standards.

English as an Additional Language (EAL) is not a subject specialism in teacher training in England. The Professional Standards, including those for the award of Qualified Teacher Status (TDA 2007) note what teachers should know about pupils learning EAL in the context of teaching all pupils. An understanding of the needs of EAL learners and the ability to draw on teaching methods and strategies to meet pupil needs are seen as an important and necessary part of every teachers’ responsibilities and essential elements in providing for equality of opportunity and the raising of standards for all pupils.

The opportunities that student teachers have to teach pupils learning English as an additional language will vary from course to course and from placement to placement. Some student teachers will benefit from the advice and support of professionals who have expertise in the teaching of bilingual children, but many will be in schools where they do not have access to this specialist expertise. Nevertheless, all student teachers need to have an understanding of the distinctiveness of the task faced by learners of English as an additional language and the pedagogy that supports learners in the mainstream classroom. Equally they must be aware of the need for all teachers to take full responsibility for creating a positive learning environment in the classroom so that the the needs of all pupils can be met.

Although some institutions and bodies make excellent provision for equipping all student teachers with the skills and knowledge to support the learning of pupils with EAL, the area has been identified as one requiring further development through OFSTED (2004), through research focusing on the views of trainees and tutors and through TTA surveys of the views of newly qualified teachers. The most recent survey (TTA, 2007) indicated that thirty-four per cent of NQTs said their training was very good or good in this area, the highest rating in five years and an increase of some 14 percentage points since 2003. NQTs trained on primary employment-based routes gave the highest rating (41 per cent). NQTs trained in London and the East Midlands felt the most prepared in both the primary (50 and 38 per cent) and secondary (47 and 39 per cent) sectors.

Despite this positive trend, it is increasingly recognised that whilst the standards provide a starting point, many providers have yet to develop a comprehensive approach to EAL issues within intial teacher education. A consultation convened by the TTA (Bourne and Flewitt, 2002) identified fourteen specific areas for which student teachers would need to be prepared to be able to meet the standards and to work effectively with pupils learning English as an additional language. In 2008 EAL was recognised as a new national priority within the work of the TDA.

This section of the website explores how EAL issues can be addressed in inital teacher education programmes and we encourage initial teacher educators to use the resources in the teaching and learning section to support this. It includes many examples of EAL sessions, assignments and assessment tasks contributed by ITE providors in different contexts. Colleagues are welcome to download NALDIC's guidance for ITE providers which contains many valid exemplars in keeping with standards:

Understand how children and young people develop and that the progress and well-being of learners are affected by a range of developmental, social, religious, ethnic, cultural and linguistic influences.

Know how to make effective personalised provision for those they teach, including those for whom English is an additional language or who have special educational needs or disabilities, and how to take practical account of diversity and promote equality and inclusion in their teaching.

We welcome further contributions which should be sent to the section editor.

Section editor and author

Raymonde Sneddon

Last updated 20th December 2007

Key Readings

Training and Development Agency for Schools (2007) Professional Standards for Teachers Qualified Teacher Status London. Retrieved 29th July, 2007, from http://www.tda.gov.uk/upload/resources/pdf/s/standards_qts.pdf

The new QTS standards effective from September 2007

Training and Development Agency for Schools (2007) Guidance to accompany the Standards for Qualified Teacher Status (QTS) London Retrieved 29th July, 2007, from http://www.tda.gov.uk/upload/resources/doc/q/qts_standards_guidance_2007.doc

Qualifying to teach: Handbook of Guidance

Extracts from this 2005 TTA publication focussing on guidance relating to EAL

Bourne and Flewitt, 2002

The conclusions of a 2002 consultation convened by the TTA which identified areas that student teachers would need to understand to work effectiely with EAL students

Reviewing Qualifying to teach: handbook of guidance

An extract from a NALDIC publication reviewing guidance concerning EAL learners in the TTA's 2002 QTS handbook

The EAL teacher: descriptors of good practice

An extract from this NALDIC publication which begins to define the common core of knowledge, skills and understanding of EAL teachers

A summary of the QTS standards with particular reference to EAL learners

A summary of the 2002 QTS standards which have particular relevance to the teaching and learning of EAL

ITE Programmes

ITE programmes

Section editor and author

Key Readings

Further reading and references