Click on
the buttons to view summary information and links to key official
documents relating to the field of EAL including NALDIC's reports and responses
Post 16 ESOL core curriculum
developed by the DfES and the Basic Skills agency to define the
skills, knowledge and understanding that form the national ESOL
standards for speaking, listening, reading and writing. Covers
Entry level. Level 1 and Level 2 of the National Qualifications
Framework.
DfES downloadable and web based guidance to support schools who may be working with newly arrived isolated learners of English as an additional language in settings which may have little or no access to expert EMA (Ethnic Minority Achievement) support.
The CEF provides a practical tool for setting clear standards to be attained at successive stages of learning and for evaluating outcomes in an internationally comparable manner. It is increasingly used in the reform of national curricula and by international consortia for the comparison of language certificates. A European Union Council Resolution (November 2001) recommended the use of this Council of Europe instrument in setting up systems of validation of language competences.
This provides 2007-2009 information on attainment for Early Years Foundation Stage Profile Assessments by different pupil characteristics including gender, ethnicity, eligibility for free school meals, special educational needs and English as a first language
An evaluation of five pilot courses for training specialist teachers and teaching assistants in English as an additional language which identifies effective practice on which to build a national framework for professional development in English as an additional language.
The CPD modules in this folder are the product of a three-year pilot programme aimed at closing the attainment gap for more advanced learners of English as an additional language.
Secondary EAL programme publication highlighting the issues affecting the attainment of this group of pupils and providing guidance on developing a range of responses in school's systems and practices.
This topic paper presents the latest statistics and research on minority ethnic and EAL pupils in the education system and updates the January 2005 topic paper. There are new sections on: segregation, attitudes toward school and research evidence from strategies such as Excellence in Cities and the EAL primary pilot. It also includes previously unpublished findings from an early analysis of provisional data from the Department’s Longitudinal Study of Young People
A description of the minority ethnic school population and its patterns of variation across England; including achievement,attendance and exclusions; special educational needs; parental involvement and the ethnic background of teachers.
Materials
from the KS3 Strategy designed for updating EAL teachers on the
teaching of grammar and include sessions on text cohesion, sentence
construction, subordination, word choice and the assessment and
teaching of grammar.
Highly
controversial publication by QCA which Introduced the National
Curriculum (English) pre Level 1 'steps' 1 and 2 and Level 1 Threshold
and Secure as assessment indicators for EAL pupils in preference
to well developed EAL Language stages.
Language
Needs or Special Needs? The assessment of learning difficulties
in literacy among children learning English as an additional language
DfEE, 2000
Marking progress is designed to support teachers’ assessment of EAL and is a companion volume to A language in common: assessing English as an additional language.
A research
team visited KS4 school provision and KS5 in colleges to examine
the EAL needs of more advanced bilingual learners in these settings
and how these were met
Guidance from the National Strategies on working with newly arrived learners in primary and secondary schools. Includes teaching strategies, a short resource isting and an evaluation pro-forma
These modules have been developed to enable local authorities and school leaders to focus training with school staff on meeting the needs of new arrivals in areas or schools where there is little experience of working with such pupils.
Analysis of the progress made by pupils in each Key Stage leading up to 2002 KS assessments for English, mathematics and science as well as analysis of progress between Key Stage 3 and overall GCSE/GNVQ attainment. Details progression of pupils by gender, eligibility for FSM, ethnicity, SEN and EAL.
A paper presented in the context of increased interest in the achievement of minority ethnic pupils and the development of a Secondary National Strategy programme focused on maximising the attainment of pupils who speak English as an additional language.
Primary National Strategy November 2005 publication to support schools in establishing priorities
Raising the Attainment of Minority Ethnic Pupils: guidance and
resource materials for providers of initial teacher training,
Teacher Training Agency, 2000
Raising
the attainment of minority ethnic pupils: School and LEA responses, Ofsted 1999
1999 OFSTED publication
reviewing the efforts made by schools and LEAs to raise ethnic
minority achievement.
FTE EAL/EMA teachers in January 2008 by local authority
Statistics of Education, Schools in England 2006 Edition - Interactive maps
Multiverse has produced a number of interactive maps which show pupil and teacher ethnicity around the country by local authority. All require Macromedia Flash Player 7 to be installed
LEA Primary Pupil Ethnicity - England
MAINTAINED PRIMARY SCHOOLS: Percentages of pupils by Ethnicity - By Local Education Authority in England: January 2006, England.
LEA Secondary Pupil Ethnicity - England
MAINTAINED SECONDARY SCHOOLS: Percentages of pupils by Ethnicity - By Local Education Authority in England: January 2006, England.
Informative OFSTED survey
carried out to assess the impact of change from Section 11 Home
Office funding to Standards Fund Ethnic Minority Achievement funding.
Contains details of changes in central service teams and loss
of EAL expertise
Primary National Strategy guidance for children from 0-5 'drawing on existing existing good practice developed by practitioners working with babies, young children and their families'
.
Supporting
Pupils Learning EAL, Revised Edition DfES 0239/2002
This NLS guidance (updated in 2002) from the DfES is intended
to guide teachers in including EAL pupils within primary schools
based on the principles of inclusion. There are six modules
in the pack.
T
Teaching English as
an additional Language: A Framework for Policy, QCA 1996
Key Stage 3 strategy
publication to support the management of EMA through training
modules designed to investigate current provision for minority
ethnic and EAL learners.
The Advanced Bilingual Learners’ Writing Project was commissioned as part of an Ofsted study of support for students at Key Stage 4 and post-16 who spoke English as an additional language.
September 2009
December 2006