Bitesize Research: Post-Pandemic Language Loss By EAL Learners

By Jaya Carrier

I hope you’re all having a good week so far - nearly at the half-term break now! In our INSET session T2 we’ll be welcoming two keynote speakers - one focussing on EAL learners, and one on safeguarding. The former will be led by Sarah Leonard from The Bell Foundation, whose recent report about EAL learners and language loss offers some interesting insights into the current context nationally. Objectives: To understand the language loss by EAL learners following the reopening of schools after the pandemic Summary:

• 59% of secondary school teachers reported some language loss for EAL learners following the reopening of schools after the pandemic
• 1 in 12 teachers who reported language loss for their EAL learners believed them to be specifically disadvantaged as a result of this
• The report recommends that schools have specific strategies in place to support these students, who may otherwise be rendered ‘invisible’
• The report also recommends that schools ensure they have:
• Targeted support for EAL learners who are about to take public examinations
• Work with parents to ensure they can comprehend key school messages effectively
• Provide EAL learners with rich opportunities for extracurricular activities
• Ensure that requisite pastoral care is provided for EAL learners who may be at greater risk of social isolation in schools.

How does this impact me and my practice?:

Some reflections arising from this that might be helpful to consider are:

• How do I know who my EAL learners and tutees are?
• What am I doing to support them both in lessons and more widely?
• What more do I want to find out about supporting EAL learners?

Please do get in touch if you would like to talk further about this - I’d love to hear from you!