EAL news

The National Centre for Language and Literacy has recently relaunched from its new home at the London Road campus of the University of Reading.

Michael Gove spoke at the BETT Show on 11 January 2012 about freeing up teachers to innovate in the fast-moving subject of ICT. During the question time at the end of his speech he was asked by a NATE representative whether his vision included subject associations.

The Department of Education revealed today that thousands of primary schools have already signed up to spend more than £7.7 million on new phonics products and training. But questions still remain about the usefulness of this test for bilingual pupils. The research paper on the process of the pilot phonics checks published in September 2011 found that less than half of respondents agreed that the Check accurately assessed the decoding ability of pupils with EAL (46%).

OfSTED has recently published the fourth in its series of EAL good practice case studies. The most recent study investigates provision at Belle Vue Girls School in Bradford. A particular focus of the case study is the provision for languages.

BBC Asian Network recently ran a feature publicising the threat to mutlilingual communities posed by possible limits on EAL pupil funding. As we reported previously, the government's recent funding consultation asked for comments on restricting EAL funding for three to five years. Our position is that funding should be made available for at least 7 years after EAL pupils enter the school system.

In the published response to A Consultation on School Funding Reform: Proposals for a Fairer System a massive 74% of respondents argued that EAL should be a key factor in any national formula. NALDIC is delighted with this strong show of support for importance of recognising the needs of bilingual pupils.

The first round of successful bids to the Government’s £2 million scholarship fund for teachers announced on 13 December 2011 included funding for a Masters in Applied Linguistics.

The latest attainment data for bilingual pupils show an enduring difference in attainment between them and their English speaking peers. Whilst analysis shows that differences between the attainment of bilingual learners and mother tongue English speaking pupils have narrowed over time, the statistics also show very wide regional variations. Differences are largest in the Early Years Foundation Stage and narrow significantly by the end of Key Stage 4. Overall differences are smallest in inner and outer London.

Two software packages aimed at EAL learners have been shortlisted for the BETT 2012 Award.

Under the new arrangements for school inspection, inspection teams are to look hard at EAL and bilingual learners, the progress they make and the quality of the teaching they receive. Under the new evaluation schedule , inspectors are advised that 'Inspection is primarily about how individual pupils benefit from their school. It is important to test the school’s response to individual needs by observing how well it helps all pupils to make progress and fulfil their potential, especially those whose needs, dispositions, aptitudes or circumstances require particularly perceptive and expert teaching and/or additional support. EAL and bilingual learners are included in a key group list and inspectors are also advised that teaching is likely to be inadequate where 'pupils or groups of pupils currently in the school are making inadequate progress'. (OfSTED, 2011, p7)