The Education Endowment Foundation (EEF) has published two reports that investigate educational achievement by students who speak English as an additional language (EAL). There are around one million EAL pupils in England, representing 16.2% of the school population (up from 7.6% in 1997).
The first study analysed data from the National Pupil Database to find the most at-risk groups of EAL learners and to identify predictors of low attainment for them. Among the main findings were:
• At age 5, EAL children were one-third less likely to achieve a target of good level of development than children with first-language English (FLE).
• At age 16, EAL students demonstrated a small achievement gap for GCSE grades (58.3% of EAL students achieved five or more A*-C compared with 60.9% of FLE students), yet no gap at all for a scoring system based on performance in eight subjects at Key Stage 4.
• There was no evidence of a negative impact on the attainment and progress of FLE students where there were high proportions of EAL students.
The second study was a systematic review that sought international evidence for effective interventions for raising standards in EAL students. Of the 29 studies that showed an impact, 27 were from the US, one from Canada, and one from the UK. Five of the studies addressed CPD for educators.
None of the interventions met criteria for high ratings for strength of evidence. The authors called for further and more rigorous research to increase the evidence base of effective interventions for EAL students.
Source: English as an Additional Language (EAL) and Educational Achievement in England: An Analysis of the National Pupil Database and A Systematic Review of Intervention Research Examining English Language and Literacy Development in Children with English as an Additional Language(EAL) (2015), Education Endowment Foundation