The official blog of NALDIC, the UK's subject association for EAL.
Author: eal_journal
Using Concept Definition Maps to Support EAL learners in Maths
Jonathan Bifield is an EAL coordinator in Leicester. He gave a fantastic workshop at the last NALDIC conference about vocabulary building with EAL learners. In this post Jonathan shares his approach to using concept maps to develop maths vocabulary with …
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Using the L1 in EMI – New Position Paper from Oxford University Press
On Wednesday this week Oxford University Press launches the latest in its series of ELT position papers: The Role of the First Language in English Medium Instruction. The piece was written by NALDIC Vice-Chair, Hamish Chalmers, in collaboration with an …
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Happy New Year
Everyone here at NALDIC hopes that you had a fantastic festive season and are well refreshed for the new term. In our first update of the new year we let you know about some important changes at NALDIC and offer …
How much can we learn from measuring EAL students’ English proficiency? A lot, actually.
In October 2018, 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The Bell Foundation and Unbound Philanthropy published a research study that used data collected as a part of the now rescinded requirement for school to assess and report English language proficiency in the school census. NALDIC …
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Teaching primary foreign languages in multilingual classrooms
The EAL Journal blog publishes plain language summaries of EAL-related Master’s and doctoral research. In this post Katy Finch, doctoral researcher in the Division of Human Communication at the University of Manchester presents a summary of her Master’s dissertation on teachers’ …
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The Teacher’s Middle Way: Blending Local and Foreign Curricula
One of the attractions for parents and students of the international and EMI school sector is the promise of an education based on British, American or other ‘Western’ educational norms. An inclusive approach in these settings, however, ensures that local …
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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 …
