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Academia Británica Cuscatleca (ABC) in El Salvador joined the Learning Village in April 2015. However, they weren't fully active across Upper Primary until Communication Across Cultures came to their school in February this year to give an inset on EAL.
Since then, they have used the Learning Village to support learners with accessing some of the basics of English as well as the curriculum content needed to help them to be successful in their lessons.
Although we can't put names to these results, you can see a snapshot of the top learner's progress over the last 30 days, here:

The Head of Village and EAL Coordinator at ABC, Jonathan Marquez, works in small groups with his learners to pre-teach and gap fill the necessary English language required for learners based on what is currently happening or about to happen in the curriculum and the weekly learner progress report he receives from the Learning village.
ABC is fast approaching the top scores on the Learning Village leaderboard!
Thanks for sharing these photos ABC and keep up the good work!

With thanks to Academia Británica Cuscatleca the children and their parents for providing permission to publish these photos.
March is Women's History Month, an opportunity to study the often overlooked contributions of women throughout history. However, Women’s History Month should be about more than just studying famous women. It provides an opportunity to refine our understanding of history so that it includes women in every aspect of accounts of past lives. Women’s History Month is an opportunity to challenge traditional narratives and really explore women’s contributions to the world.
In ESOL classrooms, we often find that language is both the medium and the barrier. ESOL learners may understand ideas, routines, and concepts long before they can express them confidently in English. However, when teaching relies too heavily on spoken or written language, many learners can feel excluded from full participation and this can turn into a challenge. This is where images play a crucial role.
Studying mathematics in an English-medium school presents learners of English as an Additional Language (EAL) with a double cognitive whammy as they grapple with learning English and maths at the same time. Understanding maths is more than just knowing how to add and subtract; it also requires learners to use language to make sense of what they are studying, so that they can apply their maths knowledge in real life (Ramirez, 2020; Winsor, 2007). All learners need to be able to discuss their mathematical thinking in order to clarify and embed their understanding of new concepts.