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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.
When considering the Chinese language, the Chinese proverb ‘a picture paints a thousand words’ is apposite. Chinese is a complex language of symbols, strokes and pictures, where each picture can mean several words.
Images are a universal language and their power in the classroom shouldn't be underestimated. In this article we look at:
Think about the last lesson you taught to English language learners. I’m sure you did some form of planning beforehand. I imagine you probably asked several questions throughout the lesson as well. After all, the foundation of effective teaching is interaction with learners. However, did you think about the questions you were going to ask when you were planning? Did you write down any key questions?
Integral to teaching is how practitioners assess what children know. This is vital so we can understand children’s interests and what they already know and can do, and then shape teaching and learning experiences for each child, reflecting that knowledge (Department for Education UK, 2025).