[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-621085-105":3,"detail-sidebar-cat-0-en-105":85,"doc-detail-621085-en":134},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":78,"head_meta":80,"extra_data":82,"updated_unix":84},105,"en","supporting-eal-learners-to-succeed-key-considerations","Supporting EAL learners to succeed - Key considerations","","Inclusive assessment guidance for learners with English as an additional language (EAL) focuses on who EAL learners are and how language needs shape attainment in England. It highlights that EAL status alone does not reliably predict performance, since outcomes are driven by language background, school context, and socioeconomic factors. The material addresses exam accessibility, the role of English proficiency and assessment-language complexity, and how support arrangements can enable fair demonstration of knowledge.",{"@graph":14,"@context":77},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/supporting-eal-learners-to-succeed-key-considerations/621085/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/supporting-eal-learners-to-succeed-key-considerations/621085.png","ImageObject",300,407,{"name":42,"@type":43},"Sarah ","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-10-20",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69,73],{"name":60,"@type":61,"acceptedAnswer":62},"How is EAL defined in this guidance?","Question",{"text":63,"@type":64},"EAL refers to learners who use one or more languages other than English at home or in their communities, including bilingual learners, learners connected to another language through cultural heritage, and recent migrants building English proficiency.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Does EAL status alone predict academic performance?",{"text":68,"@type":64},"No. EAL status by itself is not a reliable predictor; attainment is affected by multiple demographic and systemic factors.",{"name":70,"@type":61,"acceptedAnswer":71},"What factors influence exam accessibility for EAL learners?",{"text":72,"@type":64},"Exam accessibility depends mainly on learners’ level of English proficiency and the complexity of language used in assessments, which can affect understanding, interpretation of references, and the ability to show true knowledge.",{"name":74,"@type":61,"acceptedAnswer":75},"How can AQA support more accessible exams for EAL learners?",{"text":76,"@type":64},"AQA can simplify complex phrasing and use more familiar vocabulary, which can increase the likelihood of correct responses for both EAL and monolingual learners by up to 8% when reflected in normal working.","https://schema.org",{"og:url":32,"og:type":79,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":81,"canonical":32},"index,follow",{"doc_id":83,"site_id":7},621085,1792623453,{"code":4,"msg":86,"data":87},"success",[88,92,96,99,104,109,114,118,123,126,130],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":97,"slug":98},70,"exam",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},5,"Comic",60,"comic",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},6,"Technology",50,"technology",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},"Research & Report",30,"research-report",{"id":119,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":121,"slug":122},9,"Religion & Spirituality",20,"religion-spirituality",{"id":121,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":121,"slug":125},"World Cup","world-cup",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":127,"slug":129},10,"Lifestyle","lifestyle",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":132,"show_sort_weight":100,"slug":133},19,"General","general",{"code":4,"msg":86,"data":135},{"doc_id":83,"user_id":136,"nickname":42,"user_avatar":137,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":26,"language":143,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":12,"update_tm":147,"read_time":100,"preview_page_count":4},962085320529,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Inclusive assessment:  \nSupporting EAL learners to succeed  \nLearners with English as an additional language (EAL) are a diverse group who use one or more languages other than English at home or within their communities. This includes students who are fluently bilingual, those exposed to another language through cultural heritage, and recent migrants who are still developing their English proficiency.  \nEAL learners in numbers  \n• Approximately 18.6% of students (684,422) in state-funded and independent secondary schools in England are identified as EAL learners.  \n• These students speak over 320 different languages.  \n• Around 80% of EAL learners who attend English schools for five or more years reach a competent or fluent level of English proficiency. In contrast, only 40% of those who attend for one to four years achieve the same level.1  \nChallenges to attainment  \nEAL status on its own is not a reliable predictor of academic performance. Attainment is influenced by multiple factors, both demographic and systemic.  \nFactors affecting EAL learners in England  \nLanguage background  \nExposure to language(s) other than English; English proficiency level  \nSchool context and support  \nStage of schooling; variation in type and quality of EAL support; inconsistent tracking of English proficiency  \nEthnicity and  \nsocioeconomic status  \nSome ethnic groups at higher risk of underachievement; socioeconomic disadvantage linked to lower English proficiency  \nExam accessibility: Key considerations  \nEAL learners are expected to sit age-appropriate national exams, regardless of their level of English proficiency.  \nExam accessibility for EAL learners is shaped by two main factors:  \n• their level of English proficiency  \n• the complexity of language used in assessments. These can influence how easily EAL learners are able to:  \n• understand nuanced vocabulary  \n• interpret culturally specific references  \n• demonstrate their true knowledge and skills when assessment language is too complex.  \nSupport and access arrangements  \nEAL learners may be eligible for standard exam access arrangements, such as the use of a bilingual translation dictionary and 25% extra time, provided these reflect their normal way of working. Eligibility criteria and restrictions are set out by the UK’s Joint Council for Qualifications.  \nOpportunities for positive action  \nPersonalised, ongoing support helps EAL learners to achieve their potential in assessments. Strengthening literacy skills – particularly in written English – is key to improving attainment.  \nResearch shows that EAL learners with high English proficiency consistently outperform their monolingual peers in highstakes assessments, while those with low proficiency tend to underperform. This highlights the value of targeted support and accessible assessment design.  \nAQA can support EAL learners by:  \n• simplifying complex phrasing  \n• using more familiar vocabulary.  \nThese changes can increase the likelihood of correct responses by up to 8% for both EAL and monolingual learners.  \nCreating fairer assessments  \nFor EAL learners, English proficiency is the strongest predictor of academic success. To ensure fair assessments, we must recognise how language intersects with ethnicity, first language and cultural background.  \nBy embedding inclusive practices and targeted support, we can create a system where every learner has the opportunity to thrive.  \n[aqa.org. uk/about-us/our-research](aqa.org. uk/about-us/our-research)[ ](aqa.org. uk/about-us/our-research)[research@aqa.org. uk](research@aqa.org. uk)  \n @AQA  \nCopyright © 2025 AQA and its licensors. All rights reserved.  \nScan the  \nQR code for further information on access arrangements  \nG02762-02","cbCais6aB4uF1Cid","https://ap.wps.com/l/cbCais6aB4uF1Cid","pdf",345802,"English","# Inclusive assessment\n## EAL learners in numbers\n## Challenges to attainment\n## Factors affecting EAL learners in England\n## Exam accessibility: Key considerations\n## Support and access arrangements\n## Opportunities for positive action\n## Creating fairer assessments","[{\"question\":\"How is EAL defined in this guidance?\",\"answer\":\"EAL refers to learners who use one or more languages other than English at home or in their communities, including bilingual learners, learners connected to another language through cultural heritage, and recent migrants building English proficiency.\"},{\"question\":\"Does EAL status alone predict academic performance?\",\"answer\":\"No. EAL status by itself is not a reliable predictor; attainment is affected by multiple demographic and systemic factors.\"},{\"question\":\"What factors influence exam accessibility for EAL learners?\",\"answer\":\"Exam accessibility depends mainly on learners’ level of English proficiency and the complexity of language used in assessments, which can affect understanding, interpretation of references, and the ability to show true knowledge.\"},{\"question\":\"How can AQA support more accessible exams for EAL learners?\",\"answer\":\"AQA can simplify complex phrasing and use more familiar vocabulary, which can increase the likelihood of correct responses for both EAL and monolingual learners by up to 8% when reflected in normal working.\"}]","Supporting EAL learners to succeed - Key considerations | PDF",1792464937]