Download resource

Please enter your details to download this resource
Login
 

Enter your details to access this video

Or if you already have an account login to watch the video (if you don't you can register here).
Login
Email share link LinkedIn share link Twitter share link Facebook share link
Approximate reading time: 1 minute

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.

Jonathan says, "Students at the ABC are really enjoying Learning Village. They are benefiting so much from all the lessons available and the fact that they can do it at their own pace and leisure. They love the display of the map, making friends, receiving gifts and that they can challenge their mates to lessons. We see the knowledge they have gain have an affect in their learning. When I go in to classes, students call out to the teacher and ask if they can come with me to do Learning Village. It's a pleasing sight!"

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.

Email share link LinkedIn share link Twitter share link Facebook share link

More articles from our blog

Can we help students to be better language learners?

Created: Mon 24th Feb 2014

How can the new-to-English language learners and their teachers work together to provide a successful language learning experience when curriculum content is the priority? Rubin & Thompson (1982) researched and found 14 characteristics of a good language learner.

If each characteristic of a good language learner can be developed for young learners into a ‘child friendly’  question, translated into their mother tongue (maybe orally) and unpicked, question by question, each characteristic can act as a guide for learners to try out new strategies.

SEND support: Expressive language - Feelings & emotions

Created: Mon 13th Nov 2023

Learners may have difficulties expressing their own ideas, thoughts and feelings.

Tip or Idea: Name the emotions. Use puppets, flashcards or simply hide and uncover your own face. Who can be first to name the emotion? Extend by giving a reason why e.g. He is happy because…

Learning Village resource: Feelings Snakes & Ladders game - land on a picture. Describe it and move forward 1 space! (I am happy when…/I am sad when…/I am shocked when…)

Multilingual class

The voices that don't get heard: Why a child's mother tongue matters in the classroom

Created: Sun 23rd Jan 2022

If Katerina spoke in Russian again in the classroom, the teacher warned her, her name would be put on the board and she would miss out on certain privileges. 'Katerina' - a seven-year-old Russian speaker newly arrived in the UK - was finding it difficult to let go of her mother tongue (also referred to as 'home language', 'first language' or 'L1') in class, to the frustration of her teacher. Her story is the central point of a recent research paper by Olena Gundarina and James Simpson (see References below).

Back to Blog