: Teaching EAL Learners Effectively: Evidence-Informed Approaches for Inclusion and Equity Teaching EAL Learners Effectively

Across our schools, the number of pupils who speak English as an Additional Language (EAL) continues to grow. While EAL learners bring a wealth of linguistic, cultural and personal experiences to the classroom, they can also face barriers that affect their access to learning, particularly when they are newly arrived or developing proficiency in English. The challenge for educators is not to lower expectations, but to remove barriers whilst maintaining high levels of cognitive challenge.

Evidence-informed practice provides a useful framework for achieving this balance. Drawing on guidance from the Special Educational Needs in Mainstream Schools guidance report and The Bell Foundation, several key principles can help schools support EAL learners whilst advancing wider inclusion and disadvantage strategies.

A fundamental principle of effective EAL pedagogy is that bilingualism and multilingualism should be viewed as strengths rather than deficits. EAL learners arrive with existing knowledge, skills and experiences developed through their first language. Effective teaching builds upon these foundations rather than attempting to replace them.

This asset-based approach is central to inclusive practice. When schools value home languages and cultural backgrounds, pupils are more likely to develop a sense of belonging and identity. For disadvantaged learners in particular, feeling represented and understood within the school community can have a significant impact on engagement and achievement.

The Bell Foundation suggests that cognitive challenge should remain high for EAL learners. Too often, support is confused with simplification. While language may need to be scaffolded, the underlying concepts should remain ambitious.

This is especially important when considering educational disadvantage. Pupils who are both disadvantaged and learning English can face a double barrier to achievement. If challenge is reduced because of language needs, attainment gaps may widen further.

Instead, effective teachers adapt how learning is accessed. Strategies such as substitution tables, speaking frames, gap-fill activities and diagram labelling enable pupils to engage with age-related content whilst providing the language support needed for success. These approaches reduce unnecessary cognitive load without lowering expectations.

Language development sits at the heart of successful EAL provision. Research consistently highlights the close relationship between English language proficiency and academic achievement. This reflects the EEF’s literacy guidance, which identifies developing pupils’ language capability as fundamental to success in reading, writing and learning across the curriculum.

For this reason, vocabulary instruction should be planned explicitly. Teachers should identify key vocabulary, pre-teach important concepts and revisit words regularly in meaningful contexts. Rich, repeated encounters with new vocabulary help pupils understand increasingly complex texts and communicate with greater precision.

Alongside vocabulary, spoken language plays a crucial role. Structured opportunities for discussion allow pupils to rehearse ideas, organise their thinking and develop confidence in using new language. Cooperative learning activities, partner talk and scaffolded speaking tasks support both language acquisition and curriculum learning.

Importantly, these approaches represent high-quality teaching for all pupils but can be particularly beneficial for learners with English as an additional language and those experiencing disadvantage, helping to improve access to the curriculum while strengthening literacy outcomes over time.

For pupils who are new to English, the first few weeks in school are critical. Many are adapting not only to a new language, but also to a new culture, community and education system. Some may have experienced significant disruption to their education.

An effective induction process prioritises safety, trust and belonging. Schools should gather information from families, assess language needs and ensure routines and expectations are clearly communicated. Buddy systems, visual supports and carefully planned induction materials can help pupils settle quickly and successfully.

Teachers should also be aware of the ​“silent phase”, where pupils spend time listening and processing language before they feel ready to speak. This is a normal stage of language acquisition and should not be mistaken for a lack of understanding.

Reading comprehension can present particular challenges for EAL learners. While many pupils develop decoding skills successfully, they may struggle with comprehension due to limited vocabulary, unfamiliar cultural references or complex sentence structures.

Teachers can support understanding by explicitly teaching vocabulary, exploring key concepts before reading and encouraging discussion around texts. Visuals, annotation, repeated reading and opportunities to connect texts to pupils’ own experiences can all help bridge understanding and improve access to the curriculum.

Effective EAL practice is ultimately effective teaching. By understanding barriers, maintaining high expectations and using evidence-informed strategies, schools can ensure that all pupils access ambitious learning.

As schools continue to focus on inclusion and reducing disadvantage, EAL provision should be viewed as a core part of that work. Valuing multilingualism, prioritising language development and adapting teaching thoughtfully creates classrooms where every learner has the opportunity to thrive.

1. See multilingualism as a strength
2. Keep cognitive challenge high
3. Teach vocabulary deliberately
4. Make purposeful talk part of every lesson
5. Support new arrivals with belonging first
6. Remember that great EAL teaching is great teaching