EAL Is Not SEN
Distinguish language-development needs from other persistent learning concerns through history, access and response to teaching.
Worked model: EAL Is Not SEN
View the illustrated activity card
- 1Distinguish language-development needs from other persistent learning concerns through history, access and response to teaching
- 2Check whether instruction, language access or unfamiliar schooling helps explain the pattern
- 3Provide appropriate support and gather responses across time and settings
- 4Where concerns persist, use the school’s specialist referral process with the evidence gathered
Slow English writing alongside strong oral reasoning calls for language support and observation. Persistent difficulties across languages and settings may warrant specialist review; neither pattern by itself diagnoses or excludes SEN.
Use the move
Prepare · 10 minutes
Gather learning history, languages, access to teaching and evidence across settings.
- 1
Distinguish language-development needs from other persistent learning concerns through history, access and response to teaching.
- 2
Check whether instruction, language access or unfamiliar schooling helps explain the pattern.
- 3
Provide appropriate support and gather responses across time and settings.
- 4
Where concerns persist, use the school’s specialist referral process with the evidence gathered.
EAL upgrade
Adjust language scaffolds from evidence while maintaining any independently identified learning support.
Keep the subject challenge. Offer one model, visual or language prompt where needed, then check a fresh independent response.
Try it tomorrow
Gather learning history, languages, access to teaching and evidence across settings.
Distinguish language-development needs from other persistent learning concerns through history, access and response to teaching. Check whether instruction, language access or unfamiliar schooling helps explain the pattern.
Does the support improve access, and what concerns remain despite it?
Adjust language scaffolds from evidence while maintaining any independently identified learning support.
What to look for
Does the support improve access, and what concerns remain despite it?
Teacher language
Adapt these prompts to the task and your learners.
Our purpose is: Distinguish language-development needs from other persistent learning concerns through history, access and response to teaching.
Show the relationship and explain the choice you made.
Try the new case on your own. Show the detail or reasoning that supports your answer.
Which support do you still need, and which part can you now do independently?
Apply in your setting
Compare evidence from subject classes, EAL teaching and family learning history; avoid making one test decisive.
Adjust language support
Use a small word bank, visuals and partner rehearsal when needed. Extend with precise explanations and qualifications. Judge the support from the response to this task.