We Care About Your Privacy
By clicking “Accept all”, you agree to the storing of cookies on your device to enhance site navigation, analyze site usage, and assist in our marketing efforts. View our Privacy Policy.
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.
When striving to engage parents of EAL learners in an Early Years setting, we must be mindful to provide extra sensitivity and inclusivity. As well as potentially struggling with the language barrier, this may also be their own and their child’s first experience of a UK-style school, which may be very different to what they grew up with in their home country.
Our EAL learners are by no means a homogeneous group of learners and their needs in our classroom will vary to a considerable extent. As teachers may find it challenging at times to successfully cater to different EAL needs in class, developing a deeper understanding of those needs can help us address them more effectively through a number of tips and strategies.
In my experience, teachers often have quite strong feelings about the use of a pupil’s L1 (first language) in the classroom - it is either encouraged or forbidden.