Dual Needs: Insights into EAL and SEND

In this blog, we explore the intersection between EAL and SEND, examining the statistics, needs, assessment considerations, and strategies to improve classroom inclusivity.

The Statistical Reality In 2022, 21.2% of primary students and 17.5% of secondary students spoke EAL in the UK (6). Nearly 230,000 children who speak a language other than English also have SEND (8). However, many more cases are likely to go undetected. Students using EAL may have additional educational needs; therefore, it is crucial for these children's future that schools identify these learners early and provide tailored support that considers both their language acquisition challenges and their specific educational needs (6).

The UK's SEND Code of Practice underscores the importance of distinguishing between difficulties related to learning English as an additional language and those arising from SEND (2).

Special Educational Needs and Disabilities (SEND) encompasses a range of learning difficulties or disabilities that require additional support beyond what is typically provided in the classroom. The term SEND applies to children and young people with learning difficulties or disabilities that make it harder for them to learn or access education than it is for most children of the same age (2). English as an Additional Language (EAL) refers to acquiring English alongside a person's native language. EAL learners come from diverse backgrounds and may face various challenges based on factors such as previous schooling, age of entry into the UK education system, and differences between their home language and English writing systems (7). With over 1.6 million students in state-funded primary and secondary schools in England using EAL, guidelines about providing tailored support for multilingual children to learn English ensure they can access the curriculum and succeed academically (6).

The intersection of EAL and SEND

A significant number of multilingual children in schools have both EAL and SEND, necessitating integrated and targeted support to address their linguistic and educational needs effectively (7).

The SEND Code of Practice urges early years practitioners to carefully assess all aspects of a child's learning and development to identify whether delays are related to EAL or SEN (2). It emphasises that difficulties solely related to EAL are not classified as SEN, highlighting the need for nuanced assessment and support strategies (7).

Schools need to make informed judgments about whether a student's learning delays are due to their limited English proficiency or whether the student might have a specific learning difference or additional special educational needs in addition to their EAL status (6).

Identifying SEND in Learners Using EAL

Determining whether a learner who uses EAL also has SEND is not straightforward. There is not a single test that can conclusively make this determination. Most of the assessments for SEND available in England tend to have inherent cultural and language biases that might put pupils who are learning English at a disadvantage (7). Assessments often feature vocabulary, content, and contexts that could be unfamiliar to students who are new to the English education system. The intended meanings may alter even if translated, and the content and contexts might remain unfamiliar (7).

Gathering comprehensive background information is crucial for understanding how cultural factors and linguistic experiences may influence a learner's progress (5).

The 2019 publication by the EMA at Milton Keynes Council, "Guidance on the Assessment of Pupils with English as an Additional Language who may have Special Educational Needs', emphasises that schools should adopt a comprehensive strategy that integrates various assessment methods to effectively identify SEN in EAL students (5). This approach includes:

• Assessments: Using various methods, such as observations and feedback from staff, parents, and pupils.

• English Language Acquisition Level: Evaluating proficiency in listening, speaking, reading, and writing using frameworks like NASSEA/Bell descriptors.

• Review of Teaching Strategies: Assessing the effectiveness of teaching methods tailored for EAL learners.

• First Language Assessment: Evaluating proficiency in the student's first language to differentiate language acquisition challenges from SEN.

• Samples of Learning: Analysing samples of the learner's work to assess comprehension and progress.

• Moderated and Standardised Assessment: Employing standardised tests adjusted for cultural biases and incorporating Speech, Language, and Communication Needs (SLCN) descriptors levels 1 and 2.
  

These steps are essential for conducting a thorough assessment that considers both linguistic and educational needs, thereby effectively supporting EAL learners' development with SEND (5). Schools must adopt a comprehensive approach involving a mix of assessments, observations, gathering information, and seeking feedback from teachers, parents, and students to make informed judgements (7).

Inclusivity for EAL Students with SEND

Inclusive education strives to embrace diversity, ensuring every learner, including those with EAL and SEND, receives equitable opportunities to thrive. Integrating EAL and SEND requires nuanced strategies to identify and support learners effectively (3). We can encourage this with differentiated instruction, collaborative learning, the use of technology, and educators' continued commitment to personal development in the following ways:

Differentiated Instruction

Adapt lesson plans and materials to cater to varying language levels and learning styles (4):

• Tiered Assignments: Offer tasks at different complexity levels using themes, e.g. Green/Orange/Red levels.

• Scaffolded Support: Provide structured assistance that decreases as students progress (1).
  

Collaborative Learning

Promote peer interactions for language development and social skills (3):

• Peer Tutoring: Pair students with different language abilities.

• Group Projects: Assign collaborative tasks that require teamwork.

• Structured Discussions: Facilitate guided conversations to practice language (1).
  

Use of Technology

Incorporate interactive tools for engaging language practice (1):

• Language Learning Apps: Use adaptive software for individualised learning.

• Accessible Technology: Ensure tools are usable for all students (3).

Professional Development for Educators

Engage in ongoing learning to enhance support strategies (1,3):

• Workshops and Seminars: Attend sessions on inclusive teaching.

• Learning Communities: Collaborate with peers on effective practices.

• Action Research: Evaluate strategies for EAL learners with SEN (4).

Navigating the intersection of EAL and SEND requires a holistic approach that acknowledges each learner's diverse needs and strengths. We can improve our approaches by increasing our awareness, leveraging tailored strategies, and embracing inclusive educational practices. Whilst new resources develop to better support this demographic of students, educators can create supportive environments where every learner, regardless of linguistic or learning challenges, can achieve their full potential.

References

1. British Council (n.d.). Teaching English to learners with Special Educational Needs (SENs) – myths and realities. Available at: https://www.teachingenglish.org.uk/professional-development/teachers/inclusive-practices/articles/teaching-english-learners-special[Accessed 6th July 2024].

2. Department for Education and Department of Health and Social Care (2015). Special educational needs and disability code of practice: 0 to 25 years. Available at: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25[Accessed 6th July 2024].

3. Department of Education (n.d.). English as an additional language (EAL). Available at: https://help-for-early-years-providers.education.gov.uk/get-help-to-improve-your-practice/english-as-an-additional-language-eal[Accessed 6th July 2024].

4. Ellis, G. (n.d.). Teaching children with additional educational needs. Available at: https://www.teachingenglish.org.uk/professional-development/teachers/inclusive-practices/articles/teaching-children-additional[Accessed 6th July 2024].

5. EMA at Milton Keynes Council (2019). Guidance on the assessment of pupils with English as an additional language who may have Special Educational Needs. Available at: https://www.milton-keynes.gov.uk/sites/default/files/2022-02/Guidance%20on%20EAL%20and%20SEN%20assessment.pdf[Accessed 6th July 2024].

6. The Bell Foundation (2022). Call for schools working with learners using EAL to test new SEND resources. Available at: https://www.bell-foundation.org.uk/news/call-for-schools-working-with-eal-learners-test-new-send-resources[Accessed 6th July 2024].

7. The Bell Foundation (2024). EAL and SEND: A Framework for Integrated Provision in Schools. Available at: https://www.bell-foundation.org.uk/app/uploads/2024/02/The-Bell-Foundation_EAL-SEND.pdf[Accessed 6th July 2024].

8. UK Government Statistics Service (2023). Special educational needs in England: Academic year 2023/24. Available at: https://bit.ly/sen-in-england [Accessed 6th July 2024].