Setting accurate language targets and using tailored strategies will be crucial if we are to help the post-lockdown recovery of students who use English as an additional language. Caroline Bruce and Silvana Richardson explain and advise

Now that students have returned to classrooms in England after almost a year of disruption, the learning loss faced by many will be all too obvious.

Furthermore, the language learning loss experienced by some learners who use English as an additional language (EAL) will add to the already complex picture and will need to be understood in order to provide appropriate support.

However, labelling pupils simply as “EAL” can be too blunt a tool to understand their specific language learning needs. This is just one of the findings confirmed in a new report – the fourth and last in a series investigating the relationships between EAL, proficiency in English and educational achievement at school (Strand & Lindorff, 2021).

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