EAL
English as an Additional Language
Documents
Follow the links below to access downloadable resources via Sharepoint Teamsites. Please Note: if you are currently an Associate Teacher, you will need to be signed in with your University of Chester email address.
If you are a recently qualified teacher and/or are no longer actively studying at the University, please email: edtech@chester.ac.uk to submit a personal or professional email address for continued access to these documents.
Please click here for EAL Training provided by the Faculty of Education
Please click here for access to 'SECONDARY' resources
EAL Updates
Department of Education - Key Reading on EAL
- Interventions to support a range of pupils including those who speak English as an additional language or have special educational needs or disabilities: https://www.sec-ed.co.uk/best-practice/teaching-interventions-pre-and-over-learning/
- The Education and Endowment Foundation’s report on 5 recommendations on special education needs in mainstream schools: https://educationendowmentfoundation.org.uk/tools/guidance-reports/special-educational-needs-disabilities/
- Wittwer, J., & Renkl, A. (2010) How Effective are Instructional Explanations in Example-Based Learning? A Meta-Analytic Review. Educational Psychology Review, 22(4), 393–409: https://doi.org/10.1007/s10648-010-9136-5
- Sweller, J., van Merrienboer, J. J. G., & Paas, F. G. W. C. (1998) Cognitive Architecture and Instructional Design. Educational Psychology Review, 10(3), 251–296: https://doi.org/10.1023/A:1022193728205
- Tsiplakides, I. & Keramida, A. (2010) The relationship between teacher expectations and student achievement in the teaching of English as a foreign language. English Language Teaching, 3(2), P22. Retrieved from: http://files.eric.ed.gov/fulltext/EJ1081569.pdf
- Sisk, V. F., Burgoyne, A. P., Sun, J., Butler, J. L., & Macnamara, B. N. (2018) To What Extent and Under Which Circumstances Are Growth Mind-Sets Important to Academic Achievement? Two Meta-Analyses. Psychological Science, 29(4), 549–571: https://doi.org/10.1177/0956797617739704
- Tereshchenko, A., Francis, B., Archer, L., Hodgen, J., Mazenod, A., Taylor, B., Travers, M. C. (2018) Learners’ attitudes to mixed-attainment grouping: examining the views of students of high, middle and low attainment. Research Papers in Education, 1522, 1–20: https://doi.org/10.1080/02671522.2018.1452962
- Kriegbaum, K., Becker, N., & Spinath, B. (2018) The Relative Importance of Intelligence and Motivation as Predictors of School Achievement: A meta-analysis. Educational Research Review: https://doi.org/10.1016/j.edurev.2018.10.001
- Speckesser, S., Runge, J., Foliano, F., Bursnall, M., Hudson-Sharp, N., Rolfe, H. & Anders, J. (2018) Embedding Formative Assessment: Evaluation Report. [Online] Accessible from: https://educationendowmentfoundation.org.uk/public/files/EFA_evaluation_report.pdf
- Education Endowment Foundation (2015) Making Best Use of Teaching Assistants Guidance Report. [Online] Accessible from: https://educationendowmentfoundation.org.uk/tools/guidance-reports/
EAL Guidance on Assessment (2018-2019)
Research in EAL
Strategies to Support EAL Learners
Key Pedagogy in EAL
Developing an EAL Policy
Early Years Phase Specific EAL
Subject Specific Resources
Helpful Links:
You may find the resources listed below useful in your teaching.
Webinars:
Developing the Language Skills of Advanced English Language Learners (Primary)
Webinar: Leading on EAL in Primary Schools; 12th Dec, 2022 - External YouTube Link
Webinar: Leading on EAL in Secondary Schools; 12th Dec, 2022 - External Youtube Link
Web Links:
Articles
Lectures
Faculty of Education Research
International, practice-based research projects from the RECAP Centre at the University of Chester.
