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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.
Often, for busy EAL teachers, the focus is on the child. However, it is important to remember that, for some parents, the transition period can be just as difficult.
Approaches to bilingual upbringing
Some parents worry about bringing up their child with two languages and question whether it would be more beneficial for the child if they speak the language of the new country to help them become more competent in the new language and learn it faster. We need to discourage this approach, supporting parents in understanding the value of using their mother tongue.
From November 2025, Ofsted will look more closely at how schools recognise and support learners at the early stages of learning English as an additional language. The new ‘State-funded school inspection toolkit’ (Ofsted, 2025, page 20) makes it absolutely clear that EAL provision is about unlocking multilingual potential.
Intermediate EAL learners have developed a certain level of fluency in spoken English, allowing them to communicate with peers effectively in the school environment. However, they may still benefit from building topic-related vocabulary aligned with curriculum demands and receiving structured support to help them develop their accuracy and confidence in English. Many of the strategies we use with EAL learners in the early stages of language learning will still be appropriate with intermediate EAL learners, but with increased complexity in the language and content offered.