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main focus - progression of child with English as an additional language…

- - - - the department of children, schools and families (2007), much as EAL learning is embedded in the national curriculum, it still lacks centralised support- it is the role of instructors to develop the most suitable strategies
      - use of technology to support EAL with progression and engagement of emergent language and literacy development
    - - inadequately prepared for cross- cultural and linguistic encounters with children from many culturally diverse backgrounds
      - could be too much workload on teachers! need to focus on the rest of the children aswell in the lesson
- - - - Are there any circumstances the school should be made aware of?
    - - Has the learner had any prior English language input?
      - Does the learner have any qualifications in English language from their home country?
      - Have there been any gaps or interruptions in their education?
      - What are typical teaching styles and expectations in the home country?
    - - Home language assessment: It is recommended, if possible, to arrange for a Home Language Assessment which will give a much fuller picture of the learner, especially when used alongside other methods
      - lack of resources
    - - Develop tailored support strategies
      - Carry out assessments in an environment that is familiar to the EAL learner
      - Consider different contexts when assessing what a learner can/cannot do in English
    - - Such tests often contain cultural references and vocabulary which is unfamiliar to pupils who use EAL.
      - they are likely to underperform which can then lead to lowered expectations.
      - THEORY -Neoliberalism creates competition at micro, meso and macro levels. It pitches that institutions are against each other. schools might not be providing the right support because there's pressure for him to catch up - because he needs to do the formal standardised tests
        
        Neoliberalism and the (internal) marketisation of primary school assessment in England (Pratt, 2016)
        
        the effect of market‐orientated education policy on teachers' assessment practices at the in‐school level
        
        may not want to provide any support as he needs to just pass the tests to ultimately be on a league table and be compared to other schools