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EALead

Cambridge English as an Additional Language (CamEAL) Research Programme

Cambridge English as an Additional Language (CamEAL) Research Programme started with a research partnership between the University of Cambridge, Anglia Ruskin University and The Bell Foundation. The programme has been set up to investigate the schooling experience of children with English as an Additional Language (EAL) in the East of England and aims to improve the educational outcomes of these children.

According to the data from School Census, the number of EAL children in the UK has reached over 1.5 million, with 21.2% of primary and 16.6% of secondary students in all state-funded schools learning English as an additional language (Department for Education, 2018). It is therefore important to develop a research base to inform our understanding of the support and policy needed to ensure that all students fulfil their potential.

The research programme brings together a multi-disciplinary team of researchers with expertise in linguistics, sociology, education, assessment, social policy and migration studies. It aims to develop an understanding of how EAL provision works in different primary and secondary school contexts in the East of England and how this impacts on the educational achievement, language development, and social integration of EAL students.

Projects and Research

Phase I:  School Approaches to the Education of EAL Students: Language Development, Social Intergration and Education Achievement
Professor Madeleine Arnot Professor of Sociology of Education University of Cambridge
Dr Claudia Schneider Principal Lecturer in Social Policy Anglia Ruskin University
Dr Michael Evans Reader in Second Language Education University of Cambridge
Dr Yongcan Liu Lecturer in Second Language Education University of Cambridge
Dr Oakleigh Welply Lecturer in Sociology of Education University of Cambridge
Deb Davies-Tutt Research Assistant Anglia Ruskin University
Phase II:  The Education of Socially Disadvantaged EAL Students in UK Schools: Effective Matching of Needs to Provision
Dr Michael Evans Reader in Second Language Education University of Cambridge  
Dr Claudia Schneider Principal Lecturer in Social Policy Anglia Ruskin University
Professor Madeleine Arnot Professor of Sociology of Education University of Cambridge
Dr Linda Fisher Senior Lecturer in Second Language Education University of Cambridge
Dr Yongcan Liu Lecturer in Second Language Education University of Cambridge
Dr Oakleigh Welply Lecturer in Sociology of Education University of Cambridge
Dr Karen Forbes Research Associate University of Cambridge
Dr Mei Hu Research Assistant Anglia Ruskin University
Phase III: The EAL Assessment Framework for Schools: Guiding Principles and Assessment Descriptors (Primary and Secondary)
Dr. Michael Evans Reader of Second Language Education University of Cambridge
Professor Constant Leung Professor of Educational Linguistics King's College London
Dr. Neil Jones Former Assistant Director of Research and Validation Cambridge English Language Assessment
Dr. Yongcan Liu Senior Lecturer in Second Language Education University of Cambridge
Phase IV: Monitoring the Use of EAL Assessment Framework for Schools: Teacher Assessment Literacy and Practice
Dr. Michael Evans Reader of Second Language Education University of Cambridge
Professor Constant Leung Professor of Educational Linguistics King's College London
Dr. Yongcan Liu Senior Lecturer in Second Language Education University of Cambridge

Outputs and Impact

The research approach involves the development and evaluation of a number of case studies, through survey, interviews with school staff, EAL pupils and their parents and non-EAL students, classroom observations and learning activities. The findings of the research are expected to make significant contributions to the development of EAL practice in schools.

I. 'Systemic EAL Triangle': A Whole-School Child-Centred Approach to EAL

The Cambridge EAL Research Programme is based on what we call the Systemic EAL Triangle which places EAL children in the centre of the whole school system and examines three dimensions of their learning and development, i.e. 'language development', 'social integration' and 'educational achievement'.

The EAL triangle

Cited in 'Liu, Y., & Evans, M. (2016). Multilingualism as legitimate shared repertoires in school communities of practice: Students' and teachers' discursive constructions of languages in two schools in England. Cambridge Journal of Education, 46(4): 553 - 568. DOI: 10.1080/0305764X.2015.1091441

Cited in Anot, M., Schneider, C., Evans, M., Liu, Y., Welply, O., & Davies-Tutt, D. (2014). School approaches to the education of EAL students: Language development, scoial integration and achievement. Cambridge: the Bell Foundation.

II. 'EAL Assessment Framework for Schools': A Curriculum-Embedded Assessment Tool for Promoting Student Learning

Winner of British Council 2018 ELTons Award for Local Innovation, award ceremony

EAL Assessment Framework for Schools (Primary and Secondary) (free download), digital version coming soon

EAL Assessment Framework for Schools (Primary and Secondary)

ELTON Award for Innovation

III. 'The Knowledge Base of Teaching in Linguistically Diverse Contexts': A Grounded Theory of Inclusive Pedagogy for EAL

Publications and Dissemination

Reports and Seminars

British Council Seminar
Bell Foundation Research Seminar
Second Language Education Group Seminar Series

Phase 1

EALead Project Executive Summary
EALead Project Full Report
British Council Seminar (Session 1)
British Council Seminar (Session 2)

TES Interview on migrant children (28 July 2017)

Phase 2

Language Development and School Achievement Executive Summary
Language Development and School Achievement Full Report
British Council Seminar

Phase 3

The Guiding Principles of EAL Assessment
Naldic Presentation
Naldic Workshop

Publications

Evans, M., Fisher, L., Forbes, K., & Liu, Y. (in press). The form and functions of newcomer EAL students' speech in English: Patterns of progression and communication in semi-structured interview dialogue. Language and Education. DOI: 10.1080/09500782.2018.1445756

Evans, M., & Liu, Y. (in press). The unfamiliar and the indeterminate: Language, identity and social integration in the school experience of newly-arrived migrant children in England. Journal of Language, Identity & Education. DOI: 10.1080/15348458.2018.1433043

Schneider, C., & Arnot, M. (2018). Transactional school-home-school communication: addressing the mismatches between migrant parents’ and teachers’ views of parental knowledge, engagement and barriers to engagement, Teaching and Teacher Education, 75: 10-20. DOI: 10.1016/j.tate.2018.05.005

Schneider, C., & Arnot, M. (2018). An exploration of school communication approaches for newly arrived EAL students: applying three dimensions of organisational communication theory. Cambridge Journal of Education, 48(2): 245-262. DOI: 10.1080/0305764X.2017.1329399

Liu, Y., Fisher, L., Forbes, K., and Evans, M. (2017). The knowledge base of teaching in linguistically diverse contexts: 10 grounded principles of multilingual classroom pedagogy for EAL. Language and Intercultural Communication, 17(4), 378-395. DOI:10.1080/14708477.2017.1368136

Liu, Y., & Evans, M. (2016). Multilingualism as legitimate shared repertoires in school communities of practice: Students' and teachers' discursive constructions of languages in two schools in England. Cambridge Journal of Education, 46(4): 553 - 568. DOI: 10.1080/0305764X.2015.1091441

Evans, M. Schneider, C., Arnot, M., Fisher, L., Forbes, K. Hu, M., & Liu, Y. (2016). Language development and school achievement: Opportunities and challenges in the education of EAL students. Cambridge: the Bell Foundation.

Evans, M., Jones, N., Leung, C., & Liu, Y. (2015). EAL assessment and evaluation framework. NALDIC Quarterly, 15(4), 4-9.

Anot, M., Schneider, C., Evans, M., Liu, Y., Welply, O., & Davies-Tutt, D. (2014). School approaches to the education of EAL students: Language development, scoial integration and achievement. Cambridge: the Bell Foundation.

Enquiries

Dr. Yongcan Liu (yl258@cam.ac.uk)
University of Cambridge, Faculty of Education

Diana Sutton (Diana.Sutton@bell-foundation.org.uk) or Nicola Kidston (Nicola.Kidston@bell-foundation.org.uk)
The Bell Foundation, Hillscross Red Cross Lane, Cambridge CB2 0QU
e-mail: info@bell-foundation.org.uk
Tel: 01223 275567
Twitter: twitter.com/#!/BellFoundation

Logos for University of Cambridge, Anglia Ruskin University, Bell Foundation