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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.
Home is the first learning environment for children and particularly for children who learn through EAL, home can be a powerful learning environment filled with opportunities for language development. Multilingual families often wonder how they can help their children improve English at home or maintain their home language(s) and the answer to this is: use resources that you already have around you.
Sensory needs (considering lighting, noise, textures, smells etc.) are now being seen as a central part of school design. It is widely recognised that overwhelming environments can block learning or trigger distress. Each learning environment presents its own opportunities and challenges to reducing sensory overload. Luckily, there are lots of small changes that can make a big difference to your learners!
How can you take your EAL department forward to play a part in a whole school development strategy? Over the years, I have found that this can be a real challenge. A plan for a whole-school approach to EAL can have a significant impact, and not only benefits the EAL learners, but the whole school population.
Blair and Bourne (1998) researched some successful schools and identified some common themes with regard to EAL: