The EAL Academy

logo (1)
Menu
logo (1)
Menu

News

Chiaka Amadi on Leading EAL in Secondary Schools

Schools with no pupils with English as an additional language (EAL) account for only 0.5% of state funded mainstream English secondary schools. Schools with more 100 EAL pupils are almost half of all secondary schools and schools with more than 250 EAL pupils nearly a quarter of all secondary schools. Leading EAL in secondary schools is, therefore, a major issue.

The variety of languages spoken in schools in the UK, the diversity of social and cultural identities we see and the interrelationships between experiences and aspirations, opportunity cannot be fully addressed in out short course Leading EAL in Secondary Schools. If you add range of issues in international schools too, the net is even wider. However, as the tutor, I have tried to begin raising participants’ awareness of the plethora of competing characteristics that sit under the umbrella called ‘EAL’ – where some characteristics are viewed more positively than others.

The course works systematically through those areas of responsibility that a lead for EAL should attend to, such as welcoming new pupils, helping them to settle in and make friends, and ensuring the necessary administrative tasks are dealt with. It also gets participants to rehearse how they might raise issues about the EAL experience, including negative staffroom gossip, with line managers or at wider staff briefings.
In schools, we often talk about ‘EAL pupils’, but we don’t always say much about ‘EAL pedagogy’. This course has a stab at differentiating between teaching the vast body of content that anyone might call ‘English’ as opposed to the development of teaching strategies that enable pupils to gain access to, and take control of, the ways that academic content is communicated, negotiated and then thoroughly understood.
Participants work remotely at their own pace, through a mix of original content and official (DfE) guidance. Recommended reading and viewing are also included.
The final assessment asks participants to describe how they teach of a group of pupils in the setting where they work. As it’s not possible to visit each participant where they work, I really like this. It’s a great way to get a flavour EAL teaching in practice and hear about the creative ways in which teachers are dealing with their pupils’ language needs. If you want to be part of the conversation, I recommend you sign up.
Browse our EAL in secondary schools best practice collection
EAL in secondary

Leading EAL in secondary schools

This course aims to develop the leadership of EAL in secondary schools where there are increasing numbers of English as an additional language students. Focusing on a whole school and subject-based approach, the course provides guidance on how to plan and prioritise provision for a range of EAL learners. Participants will be equipped with the skills and knowledge to integrate a language focus into all classrooms and implement a whole school approach to ensuring EAL students achieve and have full access to the curriculum.

Book now
EAL online course

Extended online EAL course

New cohorts launched every term

Requiring approximately 90 hours to complete over a six month period, our extended EAL online course provides the opportunity to examine a range of EAL issues in detail, studying at times that suit your schedule. With 4 core units and 2 electives, you can tailor the cross-phase course to suit your interests and the needs of your school.

Find out more