In 2008 the Training and Development Agency commissioned the Institute of Education, working with the Learning and Skills Network, to advise them on the development of a national school workforce strategy for EAL. This strategy set out a vision for the following five years in which every EAL learner was supported in achieving their full potential, and every member of the teaching workforce was appropriately equipped to enable them to contribute in making this vision a reality.
The strategy was far-reaching, affecting all members of the teaching workforce at all key stages; those with a classroom role (teaching and
supporting learning), including EAL specialists and mainstream staff, as well as school leaders. It would also have a significant impact on teacher training providers, quality assurance agencies and all those who support schools.
From the evidence collected during the research phase four key priorities were identified:
- Equip the non-specialist workforce to help EAL learners achieve their full potential.
- Identify EAL specialist roles and equip EAL specialists to enable EAL learners to achieve their full potential.
- Enable the best possible use to be made of EAL specialists and embed collaborative working practices so that all EAL learners have access to specialist support.
- Ensure that EAL provision is monitored and evaluated effectively, and that it promotes raised achievement
On this page you will find four documents produced as part of the development of the strategy:
- A research review mapping the national and international relevant research since 2000 EAL Review
- Ten case studies of EAL provision in schools collected in a variety of settings IOE EAL Case studies 2009 updated
- Strategy for the development of the English as an additional language (EAL) workforce in schools EAL StrategyLIVE_print_revised
- Supporting evidence for the strategy for the development of the EAL workforce in schools EAL Strategy_Priorities web
Following the election of the Coalition government in May 2010 the TDA and the Department for Education decided not to implement the strategy.