The official blog of NALDIC, the UK's subject association for EAL.
Author: eal_journal
Defining the knowledge base of CLIL
Dee Rutgers of the University of Cambridge describes ongoing research that brings together teachers, teacher educators and researchers from the UK and the Netherlands to jointly define the knowledge base of CLIL (Content and Language Integrated Learning) teaching in multilingual …
The Power of Substitution Tables
Kamil Trzebiatowski, EAL Coordinator at a secondary school in Hull and nationwide EAL consultant, describes how he uses substitution tables in the classroom to support language development across the curriculum.
Using dual language story books to foster biliteracy
The EAL Journal blog publishes plain language summaries of EAL-related Master’s and Doctoral research. In this post Dominika Gordon, EAL teacher at Eaton Square School in Kensington, London presents a summary of her Master’s research on using bilingual books as a …
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RIGs round-up
Regional Interest Groups (RIGs) are NALDIC’s way of engaging directly with local teaching and learning communities up and down the country. Dianne Excell, national RIGs coordinator, reports on what our flourishing network of RIGs has been up to recently.
Language Diversity and Educational attainment of Eastern European pupils in primary schools in England
Feyisa Demie is an Honorary Fellow at Durham University and head of research for school self-evaluation at Lambeth Local Authority. In this post he summarises his research paper that breaks down linguistic background data and attainment in Key Stage 2 …
Family Skills: improving EAL learner’s literacy through family involvement
Fatima Husain and Sarah Frankenburg of NatCen Social Research were independent evaluators on a recent Education Endowment Foundation (EEF) trial of the Family Skills programme. Family Skills was designed to support academic progress in young EAL learners with family involvement …
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NALDIC’s Response to New Research on English Proficiency Assessment
Last month Oxford University, The Bell Foundation and Unbound Philanthropy published a research study that used data collected as a part of the now rescinded requirement for school to assess and report English language proficiency in the school census. The …
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