We Care About Your Privacy
By clicking “Accept all”, you agree to the storing of cookies on your device to enhance site navigation, analyze site usage, and assist in our marketing efforts. View our Privacy Policy.
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.
Parental involvement in children’s education can take many forms and can be experienced differently by each parent. The benefits and advantages of parental involvement are unquestionable.
It is difficult enough to teach a classroom of new students as a substitute teacher (or relief teacher as we call them in New Zealand), but when the class contains or is composed of English Language Learners and there has been no work set, it can make a relief lesson more of a challenge.
Encouraging learners to engage in the language classroom is a persistent challenge faced by many English language teachers. Despite careful planning and engaging activities, learners often remain silent or disengaged during speaking tasks, or make persistent errors. This can stem from a variety of factors, all of which are important for ESOL teachers to consider.