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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.
Maths is often a subject that is not given the same priority as others when it comes to the teaching of learners with English as an additional language (EAL). You may have heard the statement that maths is a universal language: there is often an expectation that EAL learners will be able to access the subject in the same way as their monolingual peers, without being given any additional consideration.
Learners are often faced with the challenge of carrying out research for their class project work, and often schools invest heavily into non-fiction readers which can be used for such projects. Non-fiction books are a vehicle for learning all sorts of information about life and the way the world works. These books are also invaluable for helping EAL learners to develop a range of literacy skills, which in contrast to fiction books, require a different type of literacy skill because they use a narrative tone (Lines, 2009).
Most schools with early stage learners of English will have some form of guided reading record. This record supports the learner, parents and the teacher in acknowledging, monitoring progress and rewarding good reading habits. We do this because we know the profound influence reading has on progress in literacy (not just reading alone. Try reading Krashen, the Power of Reading, 2004).
However, have you considered the impact of a similar record for learning EAL through the use of flashcard activities?