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Our EAL Specialists deliver regular CPD webinars to provide strategies and tools to implement EAL in schools.

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EAL Framework Process for Schools (and school groups) including a 4-day virtual course

New course dates: 19th – 22nd November 2024

What is the EAL Framework Process?
What are the benefits?
What is the success criteria?
What is the course content?
Read the Testimonials

  • Are you looking for ways to improve and further develop the provision for the EAL and multilingual learners in your school?
  • Do you need to take the EAL provision in your school to the next level?
  • Do you need the resources and the know-how to implement a whole-school approach to support a high-quality EAL provision?

How can the EAL Framework Process help you and your school?

Across Cultures’ EAL Framework Process aims to provide teachers with the skills and resources needed to successfully support language learners within the demands of the curriculum and of a multilingual world.

The EAL Framework Process provides a Lead in each school with training and resources (through an EAL Framework Portal) for developing whole-school provision for supporting EAL learning and teaching. It is designed to build expertise and to help EAL teachers take the lead in whole-school development. The process supports the growth of good practice, creates consistency across a school and provides flexible resources to enable enhanced differentiation. It prepares the participant to deliver flexible training in their school and also to start or evolve their own EAL development action plan.

The EAL Framework Process consists of: 

  • An introduction to the EAL Framework Process (1 hour)
    The Across Cultures team introduces the EAL Framework Process and its milestones to participants.
  • A reflection on current EAL and Multilingualism provision
    Participants complete a graded self-evaluation form to reflect on and evaluate their current EAL and Multilingualism provision. 
  • A consultation meeting (1 hour)
    Participants meet with the Across Cultures team to discuss strengths and identify potential priority areas to focus on in terms of EAL and Multilingualism.
  • The EAL Framework Course (4 days)

    Participants attend a virtual/in-person four-day, intensive course that offers a structured approach to developing and improving whole-school EAL provision. It provides staff with the resources, skills, training and confidence to support EAL and multilingual learners with the curriculum as well as to lead on EAL and Multilingualism in their school.

    During the course, participants complete graded rubrics to evaluate and reflect where they are according to the course strands. They also start working on a whole-school EAL and Multilingualism action plan supported by the Across Cultures team, addressing the 9 course strands, and prioritising areas identified from their consultation meetings.

  • Completion and presentation of the EAL and Multilingualism action plans to Senior Leadership Teams (SLT)
    Participants finalise their EAL and Multilingualism action plans and present it to their SLT to ensure accountability, ownership and to plan a strategy for next steps to demonstrate a greater impact on the EAL and Multilingualism provision.
  • A follow-up meeting 6 – 9 months after the course (1 hour)
    Participants complete the same graded reflective rubric strands (as from the EAL Framework Course) so their attainment can be measured over that given period of 6 – 9 months. Participants meet with the Across Cultures team to discuss how successful they have been in implementing their EAL and Multilingualism action plans.
Introduction to the EAL Framework Process
How did the EAL Framework help your schools?

Benefits of being part of the EAL Framework Process

  • Provides an ability to measure impact on EAL and Multilingualism provision through benchmarking (reflective and self-evaluation graded rubrics)
  • Increases ownership and accountability through creating a structured and whole-school approach to improved EAL and Multilingualism provision as well as clear objectives and committed leadership to change culture
  • Provides opportunities to report back on impact and progress to inspection and governing bodies
  • Develops leadership skills in the field of EAL and Multilingualism 
  • Provides schools with a personalised action plan outlining priorities and next steps
  • Improves admissions process through a holistic approach to support families, learners and staff with clear and improved admissions criteria, information sessions and appropriate assessment tools
  • Increases teachers’ confidence in language strategies and approaches 
  • Improves teachers’ understanding of the unique needs of new language learners
  • Supports improvements to learners’ language skills and levels 
  • Provides resources to deliver EAL and Multilingualism training in your school 
  • Provides opportunities for networking with other schools in the school group and a platform to share best practices 

Success criteria for engaging with the EAL Framework Process

To ensure schools are set up for success with the EAL Framework Process, participants should:

  • Have the ability to lead and influence a whole-school change and improvement in the area of EAL and Multilingualism
  • Be passionate, determined and motivated
  • Demonstrate good leadership
  • Be given sufficient time back in school to complete their EAL and Multilingualism action plan and present it to their Senior Leadership Teams (SLT) for a greater impact 
  • Understand the importance of removing barriers to language learning
  • Appreciate the link between home languages, cultural identity and wellbeing
  • Attend the 4-day EAL Framework Course
  • Have positive relationships with colleagues
  • Be able to establish positive collaboration across all levels of their school
  • Be committed to leading whole school development in EAL and Multilingualism

Based on Caroline Scott’s book ‘Teaching English as an Additional Language 5-11: a whole school resource file’

9780415586566 Copy
  • Ruth Radwan, Head of Multilingualism

    As the Group Head of Multilingualism at ISP, I have had the great pleasure of working collaboratively with Across Cultures for the last seven months and have been incredibly impressed with the team’s expertise, agility and dedication to our organisation’s training of school-based Multilingualism Leads. They have provided enormous support in determining and structuring Professional Learning for ISP, often going above and beyond the scope of their work to offer advice and assistance. The team has consistently engaged with all our stakeholders in a professional, timely, warm and pragmatic way, quickly establishing rapport, getting to grips with different contexts and actively investing time in listening to our educators. Caroline, Iva and Mary are outstanding facilitators and balance academic knowledge of the field with practical examples and case studies effortlessly, to ensure targeted and relevant content.

    In our internally conducted, robust impact surveys, the average score from the 130+ educators in almost 60 countries who have engaged with the EAL & Multilingual Framework Process has been 8.5 out of 10, which is a huge achievement and testimony to the wonderful work that Across Cultures continues to do. In addition, many of our schools have benefited significantly from the plethora of resources, webinars and follow-up action planning meetings that have been offered and organised by the team. At ISP, one of our key tenets is that we learn and ‘get better together’ and Across Cultures has certainly helped us to achieve this goal in our multilingualism provision. We would wholeheartedly recommend Across Cultures’ training services to other international school groups and wish them ongoing success. Many, many, many thanks, Across Cultures: you are an inspiring group of specialists and educators!

    Ruth Radwan, Head of Multilingualism
    Learning and Innovation Team, International Schools Pertnership (ISP)

What is the content of the EAL Framework course?

The EAL Framework course is an essential part of The EAL Framework Process

Introducing the context - Understanding what is needed for your learners learning English as an additional language

What it feels like to learn a foreign language without translation
How a newly arrived learner might feel
The major factors hindering students with limited proficiency in English
Factors to consider when young students are learning EAL

Enhanced admissions procedures - Strategies to help new arrivals transition into their school

Understanding cultural readjustments, symptoms of culture shock and methods and resources to ease the transition
How to involve parents, buddies and mentors, including resources for buddies and a family learning programme
How to adapt admissions procedures to accommodate new arrivals

EAL assessment - Assessing the new arrival’s English language skills

Understanding formative and summative assessment
Knowing simple factors to improve learning through assessment
Learning about baseline assessment
Understanding an EAL assessment continuum

Induction to English, gap filling and pre-teaching

Developing excellent practice in small-group teaching
How to plan and teach for effective, flexible and cross curricular support
Using tools to support learning a second language writing systems

Language learning strategies - Using effective language learning strategies with EAL language learners

Knowing some different types of language learning strategies
Knowing how language learning strategies can be used to support learners independently and in class
Knowing activities for learning new vocabulary

Planning and teaching for EAL - Managing, differentiating and planning for beginner/intermediate English language learners in the mainstream classroom

Understanding guiding principles for EAL in the mainstream classroom
Addressing the challenges of adjusting learning for globalisation
Knowing about international mindedness and how to bring it into the classroom
Learning how to differentiate and plan for effective EAL learning (for those new-to-English, alongside more fluent learners)
Knowing how to provide a cognitively stimulating environment for early language learners
Knowing how to use mother tongue to support learning of English
Understanding how to accommodate EAL learners

Whole-school EAL framework - Developing a whole-school framework for EAL development

Planning for managing change
Reflecting on EAL support across the school
Developing a whole-school EAL action plan proposal to present to school leaders
Creating an EAL department handbook template

What resources are included in the course?

This course includes Across Cultures EAL resources:

  • Access to the EAL Framework Process Online Portal
  • Access to the EAL Framework Rubric
  • Enhanced admissions templates
  • Assessment templates
  • Complete induction-to-English resources
  • Class teaching guidelines
  • Suggested in-class methodology and associated language learning strategies
  • Family Learning new-to-English Induction Framework
  • An EAL handbook template
  • Language policy guidance and template
  • Training presentation and training materials, with all the materials necessary for supporting others in implementing this framework in your school.

Additionally, the participant receives an Across Cultures certificate allowing them to train staff in their school in the course strands.

Bookings need to be made directly to Across Cultures

To book your place on the course, please contact us on Tel: +44 (0) 118 335 0035, email: [email protected] or download the relevant booking form below.

Download course brochure Download booking form Case study poster Across Cultures course experience Download process brochure

  • Ruth Gibson
    The materials that have been provided will be very supportive.
    Ruth Gibson
    Inclusion Coordinator, Highlees Community Primary School
  • Sonia Rutherford
    It will help us on our journey to outstanding!
    Sonia Rutherford
    Headteacher, Ark Oval Primary School, UK
  • Lisa Tudehope
    The opportunity to discuss potential EAL concerns and issues was invaluable.
    Lisa Tudehope
    EAL Coordinator, British Embassy School, Turkey
  • Khadijah Mohamudbucus

    The EAL 'Train the Trainer' course offered extremely content rich resources which were under pinned by research and were very thorough. The trainer was outstanding. It has given me a very comprehensive understanding of the EAL learner, the ways school can help and how to become an advocate. All the solutions are in the book.

    Khadijah Mohamudbucus
    EAL Leader, Kings' School Nad Al Sheba
  • Valentina Spyropoulou

    The whole course is the most thorough and up-to-date EAL course I have ever attended. You covered every single aspect of EAL with a perspective that also supports whole-school literacy. Well done and thank you for all this hard work and all these wonderful resources.

    Valentina Spyropoulou
    EAL Coordinator, Optimist international school
  • Maggie Jochimsen

    The range of subjects covered equipped me to begin to create an effective EAL department within my school.

    Maggie Jochimsen
    EAL Coordinator, Swanbourne House School
  • Nicola Hughes
    Lots of ideas to take away!
    Nicola Hughes
    Assistant Headteacher, Filton Avenue Primary School
  • Ivelina Miteva
    I have the confidence that I'm equipped with strategies, knowledge and advice to train others and share my expertise. The course was everything I was expecting it to be - really useful and beneficial.
    Ivelina Miteva
    EAL Coordinator, Minerva Education, London
  • Caroline Black
    I can't wait to get started! I think it will drastically overhaul EAL provision at my school, from when pupils start with us to when they leave. I think all staff and children will benefit from the training. Thank you Caroline!
    Caroline Black
    Sayes Court Primary School
  • Rebecca Staples
    Great course... Good pace - interspersed with hands on activities.
    Rebecca Staples
    West Sussex, Advisory Teacher EMAT Team
  • Gemma Fanning
    This excellent, hands-on course answered all my questions and beyond. Not only did it get me reflecting on my concerns within my school, but also what I need to do in my own teaching to maximise the benefits of EAL learning. I have many ideas to take back and share with my colleagues and I can't wait to put it into practice!
    Gemma Fanning
    EAL Specialist Teacher, Dwight School London
  • Michael Beresford-Cooke

    Michael Beresford-Cooke, Primary EAL Coordinator at The British School in Tokyo, found "thinking about a whole school development plan and getting ideas/resources/strategies for supporting EAL learners within the class" the most helpful.

    Michael Beresford-Cooke
    Primary EAL Coordinator, The British School in Tokyo
  • Alba Rosas

    An essential and fundamental course for schools and teachers who work with EAL children.

    Alba Rosas
    Head of Inclusion, Harrow Haikou International school
  • OFSTED Report, Re: Across Cultures Consultant

    The consultant who works with pupils who are learning English as an additional language provides effective support and helps those pupils catch up quickly with their peers.

    OFSTED Report, Re: Across Cultures Consultant
    Wood End Academy, UK
  • Daniele Sinniger

    This 3 day whole school approach focuses on what our multilingual learners need. It empowers schools to consider the journey of each EAL student, from new to English to exiting the EAL programme. The course materials are clear and user friendly. Caroline and her competent team shared their extensive knowledge with us and are truly inspirational. Thank you!

    Daniele Sinniger
    IPS Hilversum
  • Malini Patel
    I will be able to identify immediate needs of our school and try to put these in place. Teachers and LSAs will definitely be grateful for the resources and ideas.
    Malini Patel
    HLTA, Preston Park Primary School
  • Joanna McDonagh

    In the space of 3 days, I learnt a great deal. I would now feel confident to lead an EAL Department and feel I have a strong enough grounding to do this with enough knowledge and skills to be a competent leader of other members of staff.

    Joanna McDonagh
    Grade 4 Class Teacher, International School of Hamburg
  • Claudia van de Laar-Newson
    Really enjoyed the course, learnt a lot. It was supported with great resources to implement better English support.
    Claudia van de Laar-Newson
    Head of Early Years, The British School of Amsterdam
  • Caroline Klejdys-Lord

    By day three I feel like I am suitably up-skilled and ready to change the school’s approach to EAL learners. I will use parts of every strand in my practice.

    Caroline Klejdys-Lord
    Deputy Head, Christ Church Primary School
  • Sara Lomas

    I have learnt new strategies to support EAL learners that I will use to assist teachers with students in their classrooms.

    Sara Lomas
    PYP Coordinator, International School of Milan
  • Bindu Grover

    The EAL 'Train the Trainer' course is highly recommended for EAL and mainstream teachers for Primary and Secondary teachers in international schools. It offered me a range of resources, strategies and plans to meet the language needs of beginner to advanced EAL learners.

    Bindu Grover
    EAL Coordinator, The British School New Delhi
  • Belinda Hobbs
    We covered all areas discussed before the training today, even in such a short period of time. This was a great training that fostered healthy discussions with my colleagues.
    Belinda Hobbs
    Teacher, European School of Strasbourg, France
  • John Musgrave
    Brilliant course Caroline! Thankyou
    John Musgrave
    Deputy Headteacher, Lawdale Junior School
  • Marcella Meerloo
    We will have great support for teaching staff and pupils and be able to optimise each pupil's opportunity in school, their well being and learning.
    Marcella Meerloo
    Healthy Child Curriculum Leader, Crown Lane School, UK
  • Sara Davidson

    There was so much information and knowledge in this course, it was amazing and so very helpful for our learning journey as a school. Caroline and Gemma are fantastic facilitators!

    Sara Davidson
    EAL Coordinator, International school of Älmhult
  • Amaya Echaide
    The training will provide the school with an outstanding structure for teaching EAL in the mainstream.
    Amaya Echaide
    EAL Teacher, Catton Grove Primary School
  • Jill Wilson
    This training is for ALL.
    Jill Wilson
    ELL Teacher, UNIS, New York
  • Anna Szuma
    It was truly amazing training with all of the answers to my questions. I think in my school I will choose some elements from the training to help my colleagues to understand and support more EAL students efficiently across the school. I will try to bring small changes and establish the good practice I have learnt to my school. Thank you for the very useful and inspiring training.
    Anna Szuma
    St Vincent's Academy
  • Christine L. Jacobsen
    This course exceeded my expectations! It's exactly what I needed.
    Christine L. Jacobsen
    English Language Learning Teacher, United Nations International School, New York.
  • Kirk Shuttleworth

    The Local Authority came in to observe the whole school and interview staff on their subject lead. I had a 30-minute observation, with the Local Authority watching my EAL lesson with my 12 Year 2 children, then a 30-minute interview with an EAL expert….I then had my feedback and was told that the lesson was outstanding. They said they hadn’t seen anything like this in the schools that they had been into!....they said that EAL was now a massive strength of the school! So I would just like to say thank you so much to yourself for all your help and guidance that you have given me to get to where I am today.

    Kirk Shuttleworth
    EAL Lead, Rounds Green Primary
  • Shayla Hafeez

    It was very empowering to be involved in such a high quality CPD provision. The information was key, concise and relevant.  There was ample opportunity to ask questions and explore our own particular challenges. I was able to walk away with an informed strategic overview as well as the tools to deliver training, create an action plan and support staff with effective skills, strategies and resources.

    Shayla Hafeez
    SENCO, Tudor Primary, London
  • Kevin Yoon
    This course was exactly what I was looking for! The instructor is very professional, approachable, knowledgeable and excellent! Thank you!
    Kevin Yoon
    Head of EAL Department, ISG Jubail School, Saudi Arabia
  • Jamie Alexander
    The resources are very effective and easy to use and it will definitely help my school. I will apply what I have learnt ASAP.
    Jamie Alexander
    Class Teacher, London
  • Maria Evans
    This training has been so important. I now feel confident to return to my school, share ideas and resources. I will begin the base line assessment straight away and meet with SLT to share ideas and plan next steps for out school. Thank you so much
    Maria Evans
    EAL support, St. Mary’s Catholic Primary School
  • Rushna Avari
    I will now be able to support and guide/coach staff into using the strategies effectively. The course was good value for money. I think it will help my school by offering a whole school consistency, a clear action plan and support for pupils and staff.
    Rushna Avari
    Assistant Head, Manley Park Primary School
  • Jane Keatley
    I really enjoyed the course. Full of new ideas that I hope to implement.
    Jane Keatley
    EAL Teacher, The British School of Amsterdam
  • Kirk Shuttleworth

    Outstanding course. The amount of ideas and resources I have to take back to develop in my school is amazing! There have been bits in all strands of learning that I will be using. A whole-school approach to a new way of looking at EAL is under way and in development thanks to this course.

    Kirk Shuttleworth
    EAL Lead, Rounds Green Primary
  • Anne-Lise Cooper
    A focused and interesting course covering lots of issues pertinent to my school/role.
    Anne-Lise Cooper
    SEN Teacher, Blankenhagen School, Germany
  • Beck Shih
    I am very grateful to be able to get a thorough and detailed planning of EAL in the U.K. from the views of both administrators and teachers. Thank you also for generously sharing with me the resources I requested. The efforts you have made in the workshop is very much appreciated and the materials cherished.
    Beck Shih
    Principal, Shanghai SMIC Private School
  • Paula Bell

    Despite the EAL 'Train the Trainer' course being very intense and work heavy, it has been brilliant and has equipped me with the language I need to confidently train others in my school and also to implement some of the great practice and resources given on the course.

    Paula Bell
    Barton Hill Academy, Teacher, SLE Languages
  • Victoria Cowx
    The training will help us develop a whole school approach, offering consistency and progression.
    Victoria Cowx
    Head of Learning Support, St Christopher's School, Bahrain
  • Christie Carson
    Improved knowledge of mainstream class planning and how to marry EAL primary with it. Also much better equipped to help language learners develop their writing skills. Got loads of websites, links, books etc. to go away and look at.
    Christie Carson
    Epsom College, Malaysia
  • Marlene Pretorius
    It will provide a much better structure and bank of resources to improve EAL learning.
    Marlene Pretorius
    Deputy Head and EAL Teacher, River House Montessori School
  • Beatrice Hagstrom
    Lots of valuable facts and information as well as practicing, interactive lessons and materials that are useful to use in the classroom with pupils.
    Beatrice Hagstrom
    Teacher, Staffangymnasiet, Sweden
  • Camellia Faiz-Mahdavi
    This training will be effective as I have learnt several strategies for EAL learners. This will hopefully lead to a success rate for those learners who have recently arrived in the country. Finally, I now have a clear outline of what I am going to do once I get back to work with all my action points. Thank you!
    Camellia Faiz-Mahdavi
    Class Teacher/EAL Working Party, Preston Park Primary School
  • Thomas Finlayson

    Dedicated course staff, hard-working and using research. Great takeaways.

    Thomas Finlayson
    EAL Coordinator, International school of Geneva
  • Malini Patel
    Management were really impressed with the way the pupil was supported. Thank you for the ideas
    Malini Patel
    HLTA, Preston Park Primary School
  • Annie Bielby

    Excellent, informative information and highly relevant to school development.

    Annie Bielby
    Swansea Local Authority
  • Leonie van Eijnden

    Given me lots of confidence to do this and in a step-by-step way.

    Leonie van Eijnden
    EAL Teacher, IPS Hilversum

EAL Teaching through the Learning Village: Additional session

During the course, there will be a short introduction to the Learning Village and how its resources can be used to support assessment of English proficiency, induction to English, and the teaching of reading and differentiation in the classroom for EAL and multilingual learners.

What is the Learning Village? (www.learningvillage.net)
An award-winning blended platform for teaching vocabulary, language structure and reading to learners of any language background through image as the language of instruction.

What is AssessEP (www.learningvillage.net/assess)
An English proficiency assessment tool to assess reading, listening, writing and speaking skills. It provides levels aligned to BELL, CEFR, WIDA and other EAL continuua.

How can the Learning Village support you, your school and your learners?

  • With everyday and survival vocabulary and language structures
  • With academic language to access the curriculum
  • With phonics and spelling to accelerate reading and writing
  • With reading fluency lessons to practise survival language
  • With scaffolded and customisable printable resources to support differentiation in class
  • With practice in speaking, listening and understanding

Individual EAL learning programmes offering

Practice in speaking, listening, reading and writing
Ability for learners to process at their own rate
Opportunities for learners to take ownership of their learning
Flexible small-group EAL intervention resources
Support for targeted whole-class EAL teaching – with teacher demonstration
Flashcards to support every lesson
Resources to cater for new EAL arrivals
Support for EAL learners in school or at home

How did the Across Cultures Team offer support?