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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.
Although Inclusion is a central theme of UK policy, there are limited directives on EAL provision in mainstream classes (Costley 2014) This can have implications for international environments too, which model their practice on the UK or have UK trained teachers. Policy has significant implications for teachers who may be underprepared to support EAL pupils.
Effective teacher-parent collaboration has undoubtedly been found to be beneficial for a child’s wellbeing and academic performance with relevant research recently highlighting two distinct approaches to home-school partnerships associated with specific parent behaviours each (Epstein, 2001). Below we will attempt to shed light on the differences between ‘parent involvement’ and ‘parent engagement’ in an effort to help schools make more informed decisions on what really matters when it comes to promoting successful collaboration with parents.
Cross Cultural Understanding for New to English Students – The First Steps (Part 2)