Closing the EAL Gap

Raising the Attainment of Bilingual Learners

Closing the EAL Gap

Thursday 25th November 2021 | Hosted online via Click Meetings | 09:30 - 12:30

Remote learning had been particularly challenging for learners with English as an Additional language. Due to the national Covid-19 lockdowns, many bilingual learners might have had a limited access to a broad range of English, including the academic language. In order to support EAL learners who have fallen behind, a consistent and targeted catch-up support is likely to be necessary to close the attainment gap.

Join us for this year’s English as an additional language Conference for brilliant presenters and workshop leaders. The conference will include stimulating presentations on a combination of research-based best practices and approaches, as well as opportunities for workshops and discussions.


Training Objectives;

  • Hear from expert keynote speaker Victoria Murphy, Chair of National Subject Association for EAL
  • Be inspired and go back to your setting with new ideas
  • Understand a whole school approach towards EAL education

About Victoria Murphy, Chair of NALDIC

Victoria Murphy is Professor of Applied Linguistics and Deputy Director of the Department of Education, University of Oxford.

She convenes the Applied Linguistics, and the R.E.A.L. (Research in English as an Additional Language) research groups. Victoria’s research focuses on understanding the inter-relationships between child L2/FL learning, vocabulary and literacy development. Her work focuses on examining cross-linguistic relationships across linguistic systems in the emergent bilingual child and how foreign language learning in primary school can influence developing first language literacy. She has published in a wide range of Applied Linguistics journals in the area of young language learners.

About Stuart Scott, Director, Collaborative Learning Project

Stuart has worked in university education departments and schools as a teacher and manager to raise the profile of talk for learning since the word ‘oracy’ was first coined.

His collaborative learning resource network ( is now used by teachers in virtually every country in the world. He has been working to make classrooms language conscious and EAL friendly for over forty years and works as a trainer worldwide. He is able to provide practical solutions for the rapid induction and integrated language and learning development of EAL pupils.

About Kamil Trzebiatowski, Bell Foundation

Kamil Trzebiatowski joined The Bell Foundation in September 2018 and holds the post of Digital Resource Developer. Prior to joining the Foundation, Kamil spent 18 years teaching English as a Foreign Language and English as an Additional Language (Poland, England and Scotland) in mainstream secondary classrooms. He was an EAL Co-ordinator at a secondary school as well as an EAL consultant/trainer (2014-2018). Kamil holds an MA in Corpus Linguistics and an MEd in Inclusive Education.

Programme Information

Keynote Session


The Landscape of Multilingualism in Mainstream Education

Victoria Murphy, Professor of Applied Linguistics and Deputy Director of the Department of Education, University of Oxford. Chair of National Association for Language Development in the Curriculum (NALDIC)

In this presentation, Victoria will discuss the role of mainstream education as a context through which young children’s emergent bi- or multi-lingualism can be supported. She will focus on children who have a home language that is different from their language of education and present a selective review of some evidence which speaks to effect ways of supporting young children’s emergent multilingual development through educational provision.

Victoria will then highlight the particular importance of developing knowledge of vocabulary as a means of supporting literacy development in linguistically diverse pupils and review the research on children’s developing knowledge of lexical form, meaning and use during the early school years.

To conclude, Victoria argue for a need to have more focused studies investigating multilingual pedagogies that present a balanced and evidence-based agenda for supporting linguistically diversity in all our pupils.



Workshop Sessions



Raising the Achievement of EAL Pupils: Practical Solutions

Stuart Scott, Director, Collaborative learning project

This workshop will showcase a range of activities, which will provide curriculum rich contexts that are accessible and full of language development opportunities: activities that provide time to think and share existing knowledge at the beginning of a topic and where necessary employ first languages. Another key principle for teaching EAL learners is the value of opportunities to use exploratory talk by working collaboratively in pairs or groups. This enables students to practise key language before moving to written examples. I will explore good modelling of academic language by developing language conscious questioning and encouraging careful listening. To compensate for the valuable missing interactions of a live workshop, I will provide an opportunity for follow up activities that participants can try out with their colleagues back in school.


Supporting Language Input and Output Skills in Learners Using EAL

Kamil Trzebiatowski, Digital Resource Developer, The Bell Foundation

This workshop will look at a selection of EAL strategies, focusing on how they can be used to support receptive English language skills (listening and reading) and productive skills (speaking and writing). The frequently used term “enable access to the curriculum” can result in only receptive skills being supported without allowing learners using EAL opportunities to produce new language. This workshop focuses on how to ensure both these areas offering practical advice throughout.

Conference Price



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The conference was very informative and has given me ideas of how we can change our Curriculum to ensure we can take steps to becoming an anti racist school

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