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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.
As a Head of Early Years in an international school following the EYFS and IPC curriculums it has always been important to ensure that the teaching of the English language is done in the classroom without the help of specialist EAL support. Early years teachers are great physical, visual talkers!
One of the key principles of teaching in the Early Years is that bilingualism has an advantage and that as the first language it has a continuing and significant role in identity, learning and the acquisition of additional languages.
A School Language Profile is an invaluable tool!
In the previous article we looked at the thorny issue of EAL learners with specific learning differences (SpLD). We discussed how identification of SpLD in EAL learners could be a long and frustrating process. We looked at some possible, non-language based assessments. At the end of the article we discussed the possibility of using a ‘language profile’ to help identify possible concerns at an early stage.
The popularity of bilingual schools is increasing. This can be seen, for example, in the growing number of French schools in London, where the students follow a bilingual programme.
In many countries there is an emphasis on learning two languages (The Linguist, 2017). In Scotland in 2011 the government pledged to follow the European model of 1+2 languages. Every child would learn two languages in addition to their mother tongue, to celebrate linguistic and cultural diversity and thus facilitate the inclusion of other languages within the school.