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Academia Británica Cuscatleca (ABC) in El Salvador joined the Learning Village in April 2015. However, they weren't fully active across Upper Primary until Communication Across Cultures came to their school in February this year to give an inset on EAL.
Since then, they have used the Learning Village to support learners with accessing some of the basics of English as well as the curriculum content needed to help them to be successful in their lessons.
Although we can't put names to these results, you can see a snapshot of the top learner's progress over the last 30 days, here:

The Head of Village and EAL Coordinator at ABC, Jonathan Marquez, works in small groups with his learners to pre-teach and gap fill the necessary English language required for learners based on what is currently happening or about to happen in the curriculum and the weekly learner progress report he receives from the Learning village.
ABC is fast approaching the top scores on the Learning Village leaderboard!
Thanks for sharing these photos ABC and keep up the good work!

With thanks to Academia Británica Cuscatleca the children and their parents for providing permission to publish these photos.
All learners have times where they may become less engaged or motivated with their learning. This can be for a range of reasons but learners with additional needs may face even more challenges. It is important to get to know your learners well and learn what motivates and excites them. Try to incorporate this into your lesson planning and help them to progress and reach their full potential.
Supporting the learning of the new language is by no means the only aspect of helping a new arrival to feel ‘at home’ in their new country. However, as it can be one of the most stressful aspects of their life change and therefore a carefully tailored plan to accommodate for their language learning needs is essential. There are a wealth of resources available for supporting teachers in helping children in their first steps of learning English.
The language of Maths is often considered a language of its own, and this can sometimes be a difficulty for EAL students when they are learning English. NALDIC explain that if EAL learners are not supported to develop mathematical English, they are less likely to be able to fully-participate in the lesson, which could lead to them not being able to make sufficient progress in the subject.