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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.
Parents are integral to schooling for any child, and one of the key opportunities to discuss how a child is developing is during parents evening (Macbeth, Pg 362). However; how do you support parents of an EAL pupil during parents evening? Many questions come to mind, “Will the parents understand me?”, “Do I need to find a translator?”, “What questions will they ask me” etc.
When I was teaching early literacy to adults some years ago, I had two teenage students from a refugee background join one of my classes. They were beginner-level English as an Additional language (EAL) learners and both were non-literate. They had been expelled from the local high school for fighting. At the time, there was a national fundraising campaign to support children in troubled parts of the world.
Memory plays a crucial role in learning, by enabling the storage, retention, and retrieval of information. Some learners may have specific memory challenges such as short attention span, working memory limitations, difficulty with retrieval, or challenges organising and categorising learning. Learners with conditions such as dyslexia or ADHD may find memory processing more challenging.