The coronavirus lockdowns and partial school closures since March 2020 have resulted in disrupted schooling and have widened the attainment gap for disadvantaged learner groups (EEF, 2021). Many learners using English as an additional language (EAL) have also been negatively affected by language learning loss.
In research published this month, (Scott, 2021), among those teachers who were able to comment, 69 per cent reported the negative impact of school “closures” on the language skills of learners using EAL. As many EAL pupils were at home for remote learning, most will have had considerably less interaction in English with their school peers, teaching assistants and teachers.
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