EAL systematic review of intervention research examining English language and literacy development in children with English as an Additional Language

EAL systematic review of intervention research examining English language and literacy development in children with English as an Additional Language

The percentage of pupils in English primary and seconary schools aged 5-16 who are recorded as English as an Additional Language (EAL) has more than doubled from 7.6% in 1997 to 16.2% in 2013.

This is the second report of a larger project that aims to produce a comprehensive review of the National Pupil Database (NPD) and a systematic review on relevant research concerning EAL pupils. This second report addresses these two main questions: (1) What intervention research has been carried out since the year 2000 which has aimed at improving English language and/or literacy skills in children with EAL?; and, (2) What is the strength of evidence of this research?

To read the full report, download  A Systematic Review of Intervention Research examining English Language and Literacy Development in Children with English as an Additional Language (EAL)

This report is commissioned by three charitable groups: The Education Endowment Foundation (EFF), Unbound Philanthropy, and The Bell Foundation.

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