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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.
The traditional way to start a lesson with Secondary school learners is with a 'do now!' activity. It works. You get a focused start to the lesson, with students calmly settling into an activity as soon as they enter the room. Moving on – and introducing the ‘learning intention’ – however, can be a little more challenging. This is especially true for EAL learners, particularly if the lesson is a tricky or more academic one, such as a writing lesson, that may have negative connotations for some pupils.
A learner’s wellbeing is vital to their achievement and overall success. Nevertheless, an EAL (English as an Additional Language) learner’s wellbeing should be considered more thoroughly when discussing their academic performance and achievements. A learner who speaks “a language other than English as their first language and needs additional support to develop a proficiency in English” (Twinkl, n.d) is considered to be an EAL learner. They can come from a diverse, multilingual and/or refugee background.
Assistive technology plays a crucial role in education, by removing barriers to learning, especially for students who face challenges in traditional classroom settings. It is becoming a greater priority within education.
For the first time, the UK’s Department for Education plans to include training on assistive technology for all new teachers. There is a vast range of assistive technology from mobility aids to communication tools and visual aids.