A scheme designed to build teachers’ expertise in supporting pupils with English as an Additional Language led to an improvement in pupil attainment, according to findings published today (28 February) by the Education Endowment Foundation (EEF).
Challenge Partners led on the EAL in the Mainstream Classroom project, which was a continuing professional development (CPD) programme delivered by Hounslow Language Service, Lampton School, and regional delivery centres. The programme for teachers across different subjects was based on the premise that a better understanding that a better use of grammar, core vocabulary, and spoken language by subject teachers can help EAL pupils’ comprehension and attainment.
An independent evaluation of a large randomised control trial has shown that the programme gave a small boost to EAL students’ GCSE science results. Key findings below, and the full report can be read here.
The trial was co-funded by the EEF, Unbound Philanthropy, and the Bell Foundation. It was evaluated by a team from the Universities of York, Dundee and Leeds.
Taking part were 223 science and history teachers of Year 10 (Key Stage 4) pupils in 71 schools, with 5,340 students involved, including 1,505 multi-language pupils integrated in mainstream schools. Schools were randomly allocated to either receive the training programme or continue with their usual teaching.
The teachers were required to attend three days of specialised training across 2017/18 spring and summer terms, complete intersessional tasks and access additional support as necessary. Outcomes were measured at the end of the following year, using impact analysis through GCSE results as well as lesson observations, surveys and interviews.
The findings are encouraging, though the EEF cautions that difficulties in the evaluation, such as recruiting schools for the trial and including all EAL pupils in the evaluation process, meant the results were not as secure as anticipated.
Since the trial ended, Hounslow Language Service has continued to run a re-named programme – Developing Academic Language across the Curriculum – albeit with some delivery disruption due to the pandemic. They have also adapted it for Primary and KS3 Secondary and included all subject areas.
Laura Lewis-Williams, Managing Director of Challenge Partners, says:
"The EAL in the Mainstream project was a valuable initiative to be involved in, aligning with our mission to reduce educational inequality and improve outcomes and prospects for all pupils. These findings highlight the positive results for young people when schools are able to engage in focused CPD and collaboration.”
Key findings of the EAL in the Mainstream Classroom trial:
- EAL pupils in the EAL in the Mainstream Classroom intervention schools made the equivalent of one month's additional progress in GCSE science (combined or triple science), on average, compared to EAL pupils in the control group. This result has a moderate to high security rating
- EAL pupils in the EAL in the Mainstream Classroom intervention schools also made the equivalent of one month's additional progress in GCSE English Language, on average, compared to EAL pupils in the control group
- EAL pupils in the EAL in the Mainstream Classroom intervention schools made the equivalent of no months' progress in GCSE history, on average, compared to EAL pupils in the control group
- EAL pupils who were eligible for Free School Meals (FSM) made the equivalent of one month's additional progress in science, on average, compared to EAL pupils eligible for FSM in the control group. However, as the number of EAL pupils eligible for FSM was small, these results should be interpreted with caution.
- 73% of surveyed teachers who received the programme reported they were 'strongly' or 'somewhat' confident in the programme's ability to impact positively on pupils' learning. They also reported increased confidence in supporting EAL pupils, resulting in positive perceptions on EAL pupils' engagement and learning outcomes.