Resources for Teachers

This page provides links to websites for teachers of children with English as an additional language. It covers topics such as provisions for children in the EYFS, provisions for ethnic minority children, current research into EAL attainment and bilingual assessment guidance.

EAL in the Early Years Foundation Stage

Follow these links for an advice and guidance booklet for meeting the provisions of children with EAL in the Early Years Foundation Stage.

‘This advice and guidance booklet is drawn from existing good practice developed by practitioners working with babies, young children and their families. This guidance is set within the themes, principles and commitments of the EYFS’


There is also support for EAL in the EYFS from Lincolnshire County Council, available at the link below.

‘The following materials will support Early Years Providers in meeting the needs of children and their families’


Improving support for children with English as an additional language

Follow this link for a report carried out by the University of Cambridge, Anglia Ruskin University  and the Bell Foundation. The report is a two-year longitudinal study of EAL children in secondary schools in the East of England between 2013 and 2015.

‘The new research highlights the benefits which such children receive from growing up in mixed-language social groups, and gives an impression of the pace at which they start to feel a sense of belonging as well as academic achievement’


Ethnic Minority and Gypsy, Roma and Traveller Achievement Service 

This link from Lancashire County Council provides support and advice for schools not just in the Lancashire area.

‘The EMGRT Achievement Service provides advice, training and tutor support for schools who wish to ensure that they are providing the high quality support necessary to ensure that new arrivals and other EAL learners achieve their full potential’


Assessments for bilingual children

These sites give information about language assessments for children with more than one language.They describe the processes involved in assessing whether a bilingual child or a child with EAL has an underlying speech and language disorder.

‘To diagnose between a language acquisition problem affecting all language learning and a problem affecting the acquisition of an additional language (AL).
A child who has limited AL proficiency should not be considered to have a speech or language disorder if the communication pattern reflects the child’s limited exposure in using the AL’


The DAPPLE (Dynamic Assessment of Preschoolers’ Proficiency in Learning English) was developed in response to a clinical need to obtain information about bilingual children’s English language learning ability, particularly in the absence of detailed information regarding their proficiency in their other languages’


The following link is to the Children’s Speech and Language Therapy Service Toolkit.

‘These pages contain advice, activities and general resources to help with the development of children and young people’s speech, language and communication skills’


‘Effective identification of language impairment among ESL children requires comparing an ESL child’s test scores to those of other ESL children. The information in this section was obtained by analyzing test scores from ESL children with and without language impairment. This section describes how to use the Language Development Calculator sheet to estimate the probability that a child has language impairment, based on scores from different combinations of tests’


This paper highlights the challenges of assessing bilingual children and reviews available speech and language assessment procedures and approaches for use with this client group. It evaluates different approaches for assessing bilingual children to identify approaches that may be more appropriate for carrying out assessments effectively’


‘In this review we discuss data on language acquisition from several sources including cross-linguistic studies of typical first language acquisition and LI in monolingual and bilingual children. Based on this literature we discuss problems with current assessment approaches. We then propose a decision-making framework for identification of bilingual children who are at risk for LI’


This blog is written by Henrietta W. Langdon, Professor of Communicative Disorders and Sciences. She defines difficulties with assessments and interventions within a population of bilingual children.

‘Ideally, intervention should occur in the stronger language of the student. However, this might be impossible because there are no bilingual Arabic or Russian-speaking SLPs. Therapy will have to be given in English but the family can help their child by continue to communicate in L1 and embed some of the goals to improve overall communication’


QCA step descriptors

‘The NASSEA EAL Assessment system has been developed to support teachers in recording the progress children learning EAL make towards full social and academic fluency, in both oracy and literacy. The process runs alongside their progression through the National Curriculum for English levels, but affects the rate of that progression. We strongly believe that it is only when EAL pupils are assessed as fully fluent and independent users of the English language for academic purposes, that they can be assessed fairly using National Curriculum English level descriptors alone’