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Curriculum Resources – Digital Discourse Initiative

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Relevant research and helpful resources are signposted by category. Further bespoke resources will be developed in due course. Sign up to Time for Inclusive Education’s mailing list here to stay updated.

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Curriculum Resources – Digital Discourse Initiative

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Relevant research and helpful resources are signposted by category. Further bespoke resources will be developed in due course. Sign up to Time for Inclusive Education’s mailing list here to stay updated.

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Teaching about conflict and war: Support for schools

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Teaching about conflict and war: Support for schools

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Teaching about conflict and war: Support for educators

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Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

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Responding to Far-Right Extremism and Racism in Current Events Education Scotland June 2026

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Responding to Far-Right Extremism and Racism in Current Events Education Scotland June 2026

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Resources and support for anti-racist education practitioners across Scotland

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Resources and support for anti-racist education practitioners across Scotland

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For education practitioners in Scotland interested in embedding anti-racist education in their setting.

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Resources and support for anti-racist education practitioners across Scotland

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Resources and support for anti-racist education practitioners across Scotland

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For education practitioners in Scotland interested in embedding anti-racist education in their setting.

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Advice for sharing wordless picture books

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Advice for sharing wordless picture books

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Advice for sharing wordless picture books

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Wordless picture books have a big role to play in helping children develop their language and literacy skills

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Using wordless picture books in schools and libraries

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Using wordless picture books in schools and libraries

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Looking for more in Learning resources?

Wordless picture books are visually stimulating and can be used to develop reading and comprehension skills. They are especially useful for pupils for whom English is an additional language and pupils with additional support needs. This resource will:

Introduce you to wordless picture books

Explain the skills needed to read a wordless picture book

Show how wordless picture books can benefit pupils of a wide range of ages and abilities

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Using wordless picture books in schools and libraries

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Looking for more in Learning resources? Wordless picture books are visually stimulating and can be used to develop reading and comprehension skills. They are especially useful for pupils for whom English is an additional language and pupils with additional support needs.

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Looking for more in Learning resources?

The aim of this resource is to support exploring translation in the classroom and has been written by author and translator Lawrence Schimel. This resource is adaptable and can be used with any of the modern languages included in the Curriculum for Excellence and as part of the 1+2 languages approach. The examples are in Spanish, but knowledge of this language is not required. The resource is written for pupils.

The resource contains:

Introduction to translation

Words and palabras activity

Exploring synonyms and antonyms

Idioms and translation

Translating rhyme

Translating in the same language

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Resource to support exploring the principles of translation by author and translator Lawrence Schimel.

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Support for Schools, Libraries, Literacy Organizations

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Support for Schools, Libraries, Literacy Organizations

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Support for Schools, Libraries, Literacy Organizations

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Simple Ordering and Support for schools, libraries and literacy organizations working with ELLs, LEP, Immigrant students.

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Support for Schools, Libraries, Literacy Organizations

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Support for Schools, Libraries, Literacy Organizations

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Support for Schools, Libraries, Literacy Organizations

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Simple Ordering and Support for schools, libraries and literacy organizations working with ELLs, LEP, Immigrant students.

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Qualifications Scotland - Understanding Standards ESOL: Webinars

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Qualifications Scotland - Understanding Standards ESOL: Webinars

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Qualifications Scotland - Understanding Standards: Webinars

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We're working on a new website. You'll see references to both Qualifications Scotland and SQA while we complete this work. Learn more.

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National Year of Reading: Nurturing multilingual learners

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National Year of Reading: Nurturing multilingual learners

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National Year of Reading: Nurturing multilingual learners - Headteacher Update

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Practical strategies to build reading engagement for EAL pupils across subjects during the National Year of Reading

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Videos to support the Butler ESOL book series

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Videos to support the Butler ESOL book series

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How I use the Read and Write every day Student's Book Day 2

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Phonics for EAL: Instruction Methods - Phonics.org

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Teaching phonics for EAL (English as an Additional Language) comes with its own set of challenges. Learn some basic tips from Phonics.org!

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Addressing Racism and Racist Incidents in Schools

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Addressing Racism and Racist Incidents in Schools

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D&G EAL Policy and Procedures (Update 2026)

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D&G EAL Policy and Procedures (Update 2026)

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HGIOS 4 - Evaluating educational provision-for bilingual learners

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HGIOS 4 - Evaluating educational provision-for bilingual learners

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The online Encyclopedia of writing systems and languages

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The online Encyclopedia of writing systems and languages

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writing systems written language abjads abuguida alphabet syllabary syllabaries syllabics script glyph encoding multilingual hieroglyphs cuneiform rune accent diacritic unicode character chinese kanji hanzi hanja letter symbol foreign font phrase translation learning

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Omniglot - the online encyclopedia of writing systems and languages

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A guide to writing systems and languages, with useful phrases, tips on learning languages, multilingual texts, and much more.

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How to teach EAL and SEND pupils who are struggling with reading? 

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How to teach EAL and SEND pupils who are struggling with reading? 

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ReadingWise - How to teach EAL and SEND pupils who are struggling with reading? | ReadingWise

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Why children in primary and secondary schools with Special Educational Needs and Disabilities (SEND) and who speak English as Another Language (EAL) benefit from ReadingWise programmes? | ReadingWise

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How to teach EAL and SEND pupils who are struggling with reading? 

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How to teach EAL and SEND pupils who are struggling with reading? 

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ReadingWise - How to teach EAL and SEND pupils who are struggling with reading? | ReadingWise

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Why children in primary and secondary schools with Special Educational Needs and Disabilities (SEND) and who speak English as Another Language (EAL) benefit from ReadingWise programmes? | ReadingWise

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Working with multilingual learners who have ASN

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Working with multilingual learners who have ASN

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Whole school approach to racism and racist incidents: guidance

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Whole school approach to racism and racist incidents: guidance

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Whole school approach to racism and racist incidents: guidance

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This guidance has been designed to assist school leaders, school staff, and local authorities to implement a consistent and robust whole school approach to responding to racism and racist incidents in schools.

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This Plan sets a clear vision for an anti-racism Scotland: to build a Scotland that actively tackles racism, and where equity, justice, dignity, and respect are upheld for all communities. Systemic change will be led by government and shaped by communities.

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Use of Bilingual Dictionaries and Word Lists in assessments

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Use of Bilingual Dictionaries and Word Lists in assessments

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Case Studies - Should these pupils be taking ESOL?

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Case Studies - Should these pupils be taking ESOL?

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Be aware of potential issues when not using translation with families.

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Google Drive for Translation with images

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Improving the overall confidence of our youth will encourage them to become more enthusiastic, positive, engaged, and assertive. Through a combination of support and workshops our youth groups will be provided with the knowledge required to actively make informed decisions in all aspects of their personal and professional life. The project will aid youth with challenges around literacy and numeracy as well as focus on bolstering their general resourcefulness. This will include:

ESOL and Mother language courses

Tutoring classes in core subjects at high school,

Workshop sessions covering learning skills, study skills, confidence and presentational skills

Preparation for further education and work; E.g. applications, CV workshops, and personal statement support

Support for applications to university, college, internships, and apprenticeships

Work experience and volunteer opportunities

Key Information

We aim to provide refugee, asylum seeker, and ethnic minority youth with a wide variety of support. Our goal is to both assist with current educational challenges as well as prepare the youth for future educational and work opportunities, ultimately equipping them with the tools to be confident participants of Scottish society.

Geographical reach

Glasgow

Dates

01/09/2021 - 30/07/2022

Target Groups

Afghan refugees of various ethnic backgrounds and language communities.

Project Type

Spreading good practice

Background

Students have faced a great deal of disruption in learning over the past year. Many have struggled with adapting to online classes, causing them to have less time and energy to invest in their coursework and these difficulties are in addition to the extra work our students already have to do as a result of their language and cultural differences. In an effort to combat this we have conducted several pilot studies concentrating on engaging and informative school support sessions in National 5 and Higher English, although due to limited resources we have not been able to continue these.

Parents and students were consulted after the sessions and students reported feeling substantially more confident after taking part. Those with improved grades indicated the sessions had made a meaningful difference. Students' verbal and written communication skills had improved, and they felt more comfortable seeking additional help within their school classes and with communicating their needs in general.

The enormously positive response to these pilots and the resulting demand for more assistance from further areas of our community shows us that this work is greatly needed.

Involvement of New Scots in project

We designed the project based on the requirements and wishes of refugee and asylum seekers in the community. The project was informed throughout by their feedback, questions and experiences and refugees are also involved in the delivery of the project.

Impact

The project has achieved fantastic results in the community as we see Afghan youth achieving high grades in SQA exams and setting on a path to positive employment and further and higher education. We know very well the incredible potential of the children and young people in our community and so we have expected very high results from them through this project and its activities. However, it was up to us as a service provider to encourage in them the confidence in their own ability and the development of relevant skills and attitude. We see from our assessment and feedback that this has been successful at all levels and students and parents are very happy with the progress that has been made individually. We are very proud of the outcomes of the project and it is a very valuable learning experience for us to show that we can scale up our approach and achieve very good results with a community and individual benefit.

Challenges encountered

We did not have to deviate from our original plan. We planned based on established community needs and our broad reach and relationships with the community meant that recruitment was able to take place easily and quickly.

Solutions

Planning is always challenging though because you must plan for lots of different aspects to ensure your success and so you have to put a lot of effort into getting things right at the outset if you want to achieve your target goals. We were committed to doing this and so we gave lots of focus to the planning stage.

Reflections

We have learned a lot in how to support a large number of refugee children and youths in their education. This is a very successful model which we are not going to change. Other communities can benefit from it and it will be successful for them too if they carry it out properly. We did evaluate the project and the outcomes were very good, with the community very happy and we have continued our school with volunteers. We do need some sort of funding but we are doing our best with volunteers.

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Glasgow Afghan United (New Scot Youth Educational Project) - New Scots

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Improving the overall confidence of our youth will encourage them to become more enthusiastic, positive, engaged, and assertive. Through a combination of support and workshops our youth groups will be provided with the knowledge required to actively make informed decisions in all aspects of their personal and professional life.

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Treating diversity as a norm in modern schooling systems

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Treating diversity as a norm in modern schooling systems

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Teaching that Matters for Migrant Students

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Author: Dr Nataša Pantić

Recent estimates from the United Nations (UN) suggest that over 15 percent of the world's 260 million migrants are children and young people. In 2020, more than 17,500 child refugees and migrants arrived in Europe (UNICEF, 2020). Since then, the Russian invasion of Ukraine in February 2022 has initiated the biggest inflow of migrants since the Second World War. At the time or writing, an estimated three million people have fled Ukraine within three weeks and there is no end to this crisis in sight. The vast majority of Ukrainian refugees are women and children, many of school age. This new wave of refugees exacerbates an already accelerated rise in the number of migrants globally as people continue to move for economic reasons or to escape natural disasters and conflict.

Consequently, the social and cultural makeup of school-age populations is changing rapidly, creating challenges for schools and teachers in national education systems that were designed to meet the needs of local populations. The current crisis highlights the urgent need to consider how education systems can accommodate the increasing diversity of student populations as a common feature of modern educational systems and schooling rather than a situational crisis or problem of migration.

Integration has been defined as a process by which migrants become accepted in a society, that places obligations on host societies to provide access to the labour market and different kinds of services, including education (IOM, 2011). Schools are an important arena for integration as they are among the first places where newly arrived migrant children and families mix with local populations. Schools are important sites for learning local languages and cultural norms as well as forming relationships and new friendships. They also provide key contact points for other support services, and education itself increases the chances for participation in the labour market.

The capacity of schools to support migrant children is significant for their social integration as well as educational outcomes. Teachers are key for creating opportunities for academic learning, enhancing a sense of belonging and social participation in the life of the school [1]. However, this can pose challenges for schools and teachers as they seek to include migrant students who are adapting to a new language, curriculum and education system. Migrant students may also be coping with loneliness and confusion as they encounter unfamiliar cultural norms and expectations. Some may also be dealing with trauma and loss as a result of the circumstances of leaving their home countries. Clearly, it is essential that educators and other school staff help migrant students navigate the receiving school systems, and work with families, colleagues and other professionals to address the risks of exclusion, underachievement or other forms of marginalisation facing some migrant students. Building relationships between educators and migrant students, their families and members of the community is thought to provide key resources for crossing lingual and cultural barriers and creating an inclusive learning environment [2]. The unprecedented number of migrant students now enrolling is schools around the world, but particularly in Europe, highlights the need to focus on collaboration with key stakeholders to share expertise and resources in support of all learners.

In so doing, it is important to acknowledge that the contexts of school systems can inadvertently create barriers to integration due to assumptions about student populations that are embedded in the institutional structures and cultures, which shape what teachers see as possible within their practice [3]. Teachers often express a commitment to education for all students, but they also report not feeling prepared for the challenges of cultural and linguistic diversity in their classrooms [4]. This can lead to a view of supporting migrant students as an additional demand on teachers rather than as an integral part of teaching. Whether teachers feel capable of supporting all students including migrant students largely depends on the support systems available to them, and critically on the pedagogical choices teachers make as they use them. This is why it is important to understand collaborative practices within the institutional contexts in which they are embedded.

The characteristics of receiving school systems have been shown to be a strong predictor of migrant students' learning, regardless of cultural background or prior education [5]. However, national education systems designed to serve local populations do not account for diversity as a norm. This has the unintended consequence of putting migrant students at risk of marginalisation if they are viewed or treated differently to local students. Thus, the increasing presence of migrant students in today's schools can present challenges to teachers. Understanding how teachers and other staff use their agency to implement, but also adapt, or challenge institutional structures not designed to accommodate diversity is key for devising policy solutions that support teachers in responding to the presence of migrant students in their schools as a resource for learning rather than as a problem. Teaching that Matters for Migrant Students (TEAMS), a project supported by NordForsk, addresses the challenge of facilitating migrant integration as an integral part of teaching in today's schools.

TEAMS employs social network analysis and fieldwork across seven school sites in Scotland (3), Finland (2) and Sweden (2) to examine how teachers interact with students, their families, school colleagues, specialists (e.g. language specialists) and other support services. Understanding how teachers use the resources embedded in their professional networks helps us identify the conditions that facilitate individual and collective ways of working that support migrant integration in schools.

At the level of the teacher, the project focuses on teachers' relational agency - a capacity to work flexibly with others, such as school counsellors, social workers or mental health professionals [6] to respond to all students' needs in a holistic and coordinated manner [7]. This is essential for removing barriers to migrant students' learning and meaningful participation, creating opportunities for socialising with non-migrant peers, and developing a sense of belonging in their school communities [8], [9], [10]. TEAMS interprets teachers' practices using a theoretical lens of inclusive pedagogy - an approach that emphasises the importance of taking responsibility for all students and the role of staff collaboration in enabling this [11], [12]. This approach replaces a focus on singular identities (e.g. migrants) and the problem of integration for particular types of individuals and groups, with ways of thinking about differences as an ordinary aspect of human diversity. We consider how teachers incorporate support for migrant students into their regular practices, rather than providing specific targeted interventions only for migrant students.

At the school level we examine migrants' integration with regard to the levels of social cohesion within school communities. Responses at school level are central for our analysis as they directly affect students and mediate other influences [13]. Research shows that networks in which learning support specialists (e.g., teaching assistants, special educators, language support specialists) are well-connected with classroom teachers produce more inclusive learning environments [14]. TEAMS seeks to understand how teachers' professional collaboration in social networks shape their collective responses as they make sense of different policies that affect migrant students. Social networks represent the pattern of relationships that shape day-to-day interactions. Understanding teachers' relational practices at school level is important because human relationships and collaborations are at the heart of responding to diversity in education.

Finally, TEAMS explores how practices at school and teacher levels are shaped by national and institutional policy contexts to create conditions for cohesive migrant integration. The aim is to advance knowledge about the enactment of practices that empower teachers to exercise agency in responding to unique needs of each and every student, and identify policies that support this.

We have currently collected 2 out of 3 waves of data. Our preliminary analysis is beginning to show how the social and pedagogical actions teachers take to include migrant students are shaped by the social structure of schools, and to highlight how policies shape school staff networks and practices for migrant integration.

Across our sites, teachers' collaboration networks for migrant support partly reflect the institutional and policy arrangements in the three countries. In Scotland newly-arrived migrant students are immersed directly in mainstream educational provision, supported by the English as an Additional Language services (EAL), where language specialists cover multiple schools within local authorities as well as multiple languages. In Sweden and Finland there is some preparatory instruction in the early stages, as well as teaching in the migrants' own language, although this is not compulsory. Teacher collaboration networks that support migrant students vary in each site to different degrees but commonly indicate a tendency of teachers to interact with support staff they perceive to have responsibility for migrant students. The extent to which their interactions enhance or hinder inclusion in education and the social integration of migrant students is examined with fieldwork data.

Preliminary data from Scottish school networks reflects the centrality of actors such as specialists who support learners for whom English is an additional language or other specialists, such as personal guidance teachers and Support for Learning (SfL) leaders. Scottish school networks also reflect hierarchal structures with more management roles than in the other two settings, while policy documents explicitly endorse teacher agency. The Finnish school networks show a great deal of similarity between their teacher communities that reflect the high levels of autonomy Finnish teachers have in their pedagogical decisions. Class teachers work with special educators who offer support in their classrooms. In Sweden, the two school sites present different examples of teachers' collaboration networks for migrant support. In both sites, collaboration seems to be a strong feature of teachers' daily work, consistent with the policies of institutional support for various forms of collaboration around pupil support. In one school with a small number of migrant pupils, the interactions of teachers and other actors are primarily directed towards those who are seen to be key for supporting migrant students as per their official roles. In the other school, where the majority of students have migrant backgrounds, social networks reflect teacher-teacher interactions around migrant support as well as those with school leaders and administrators. These interactions focus on student support for a wide range of needs within and beyond the school community.

Complementary qualitative data from interviews with key stakeholders helps us to understand how teachers navigate the institutional structures in order to both implement and adapt procedures that they perceive as enablers or barriers for migrant integration. Across all sites we have found many instances of teachers and other school staff exercising agency to support migrant students' integration regardless of the policy arrangements. Across sites, the data begins to illustrate how different forms of collaboration can facilitate or become a barrier to integration for migrant students.

For example, data about teachers' interactions with support specialists illustrates inclusive forms of collaboration, where teachers and other school staff members actively take responsibility for supporting migrant students, whether this is a prescribed part of their role or not. They reach out to colleagues to establish a coordinated approach to supporting migrant students among all others in ways that include them in what is ordinarily available to all students, while recognising different needs as a common feature of student diversity.

These teachers reported seeking specialist support as a resource for themselves to help them better understand students' experiences related to their cultural heritage so that they could incorporate such knowledge in various subject teaching. In this way concern for the specific needs of migrant students becomes a resource for all students.

In other forms of collaboration, teachers defer to specialists who are seen as responsible for supporting migrant students. In these collaborations, teachers "pass on" the challenges that they face in supporting migrant learners, based on a view that they cannot support migrant students due to language or other barriers. This is especially the case where the focus of student support is predominantly on learning achievements. There is a general sense that migrant students are seen to be needing some kind of extra support, but the nature of specialised support and how the policies that regulate it are enacted needs further analysis.

Emerging qualitative data from students participating in the TEAMS project underscores the important role that teachers play in migrant students' learning and overall school experiences. There is some evidence that migrant integration may play out differently for students of different backgrounds, as attitudes towards different groups seem to vary to some extent.

The next stage of our analysis will examine the impact of teachers' network practices on migrant' students integration outcomes, including a student engagement survey that captures experiences of different groups of migrant students compared to their non-migrant peers. The data collected from school staff and students will then be analysed in relation to the policies that structure practice in order to examine the pattern of variations in pedagogical practices and student integration experiences across the three countries.

Our preliminary findings are consistent with other research and support some key messages for practice, policy and future research.

Overall, to advance migrant integration within wider efforts to develop practices that are generally more inclusive for everyone, it is critical that we shift our gaze away from seeing migrants as a problem towards accepting diversity as a normal, common feature of modern schools. This has profound implications for teacher development, but also for creating the conditions for collaborative practices and cultures. The inclusive pedagogical approach that framed our analysis suggests that, if learners have anything in common, it is the fact that each and every student is unique, and teachers will routinely encounter diversity among learners as an ordinary aspect of school life.

Teachers can be supported to take diversity into account. Emerging TEAMS data is identifying instances of more or less inclusive forms of collaboration depending on how rather than whether teachers work with each other and with other actors such as support staff, to take responsibility for migrant students' education. Instances of inclusive collaborations corroborate the findings of previous ethnographic research that showed how some teachers have found authentic inclusive ways of helping migrant students navigate the formal structures of schooling to address intersecting barriers such as poverty, racial prejudice, and peer discrimination (1). Knowing students seems to be key for understanding their perspective and removing barriers to learning and participation.

Teachers and schools play an important role in facilitating the kinds of the human relationships that create an atmosphere in which all young people are listened to, included and valued. However, the potential to build and sustain such relationships in schools appears to be constrained by the narrow focus on academic achievement and language barriers in some contexts. Creating conditions that enable teachers to develop inclusive forms of collaboration with each other and with other professionals, requires structural changes in educational infrastructures and flexibility to use their professional knowledge and agency to seek creative solutions to challenges associated with teaching diverse groups of learners. Our preliminary findings suggest that policies and practices that support teacher autonomy and collaboration more generally facilitate networks of holistic student support for migrants as for other students.

Migration trends will continue for years to come, highlighting the importance of schools as an important arena for shaping migrants' integration. Current debates about how best to deploy resources: through targeted approaches that address the needs of migrant students, or developing inclusive approaches that support migrant students in the mainstream provision, reflect uncertainty about 'what works'. Some policy analysis [15] suggests that universal and 'loosely targeted' educational mechanisms aimed at supporting all students could be seen as more inclusive and beneficial for migrant integration than more targeted approaches. TEAMS is generating empirical evidence of the impact of both universal and targeted approaches in Finland, Sweden and Scotland that illustrates how they shape teachers' networks and practices for migrant support. The three country contexts provide a range of targeted support such as preparatory classes in Finland, support within mainstream provision in Scotland and examples of both kinds of arrangements in the Swedish system, where some schools opt for immersion in mainstream classes, and in others migrant students spend at least part of their time in school in separate classes with other migrant students.

The TEAMS project's design with at least two schools in each country allows us to examine the collaboration and relational practices at individual and school community levels, relative to the broader education policy and immigration contexts (e.g. different support systems in the UK and Nordic countries). So far we have identified instances of more or less inclusive forms of collaboration at teacher and school levels.

The next stage of the analysis will examine how these forms of collaboration facilitate (or impede) teachers' and schools' capacity to enhance migrant integration outcomes, including academic success, cross-cultural socialisation and a sense of belonging to the school community. This will enable us to interrogate claims that teachers can act as agents of change in their school communities. Considering the urgent need to support the integration of migrant students in Europe (and internationally), additional research could be designed to inform policy solutions that create conditions for schools and teachers to facilitate educational inclusion and migrant integration in host countries. To examine how teachers' relational practices are shaped by national and institutional policies future research should include a purposeful sampling of education systems that reflect a range of targeted and universal approaches as well as intersections between education and other policies of immigration within the broader social welfare regimes.

[1] Lund, A. & Trondman, M. (2017). Dropping out/dropping back in: Matters that make learning matter. Queensland Review, 24, 57-74.
[2] Moskal, M. (2014). Polish migrant youth in Scottish schools: Conflicted identity and family capital. Journal of Youth Studies, 17(2), 279-291.
[3] Vongalis‐Macrow, A. (2007). I, Teacher: Re‐territorialization of teachers' multi‐faceted agency in globalized education. British Journal of Sociology of Education, 28(4), 425-439.
[4] Florian, L., & Pantić, N. (2017). Teacher education for changing demographics of schooling. Dordrecht: Springer.
[5] Organization for Economic Cooperation and Development [OECD]. (2015). Helping immigrant students to succeed at school - and beyond. Paris: OECD.
[6] Edwards, A. (2009). Improving inter-professional collaborations: Multi-agency working for children's wellbeing. London: Routledge.
[7] Pantić, N., Galey, S., Florian, L., Joksimović, S., Viry, G., Gašević, D., Knutes Nyqvist, H., & Kyritsi, K. (2021). Making sense of teacher agency for change with social and epistemic network analysis. Journal of Educational Change. doi: 10.1007/s10833-021-09413-7
[8] Juvonen, J., Espinoza, G., & Knifsend, C. (2012). The role of peer relationships in student academic and extracurricular engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 387-401). Springer Science + Business Media. doi: 10.1007/978-1-4614-2018-7_18
[9] Smyth, G., McBride, G., Paton, G., & Sheridan, N. (2010). Social capital and refugee children: Does it help their integration and education in Scottish schools? Diskurs Kindheits und Jugenforschung, 5(2), 145-158.
[10] Sinkkonen, H.-M., & Kyttala, M. (2014). Experiences of Finnish teachers working with immigrant students. European Journal of Special Needs Education, 29(2), 167-183.
[11] Florian, L., Black-Hawkins, K., & Rouse, M. (2017). Achievement and inclusion in schools. Abingdon, Oxon: Routledge.
[12] Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813-828.
[13] Ainscow, M., & Miles, S. (2011). Responding to diversity in schools. London: Routledge.
[14] Youngs, P., Jones, N., & Low, M. (2011). How beginning special and elementary school teachers negotiate role expectations across professional resources. Teachers College Record, 113(7), 1506-154.
[15] Public Policy and Management Institute (PPMI). (2013, January). Study on educational support for newly arrived migrant children. Luxembourg: Publications Office of the European Union.

Note

This blog is based on an article Dr Nataša Pantić was asked to contribute to the report to the Nordic Council of Ministers that presents knowledge and information from the projects that the receivers can build upon when preparing to meet the new refugees and other immigrants following the Russia's invasion of Ukraine.

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Migrant integration: Treating diversity as a norm in modern schooling systems - Teaching that Matters for Migrant Students

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The vast majority of Ukrainian refugees are women and children, many of school age. This new wave of refugees exacerbates an already accelerated rise in the number of migrants globally as people continue to move for economic reasons or to escape natural disasters and conflict.

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Rethinking EAL Services to Support Inclusion of Migrant Students

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Rethinking EAL Services to Support Inclusion of Migrant Students

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Scotland's educational landscape has evolved, with approximately 9% of the 700,000 pupils in publicly funded schools speaking a home language other than English. Scotland follows a universalist approach, integrating newly arrived migrant students into mainstream classes supported by EAL (English as an Additional Language) teachers. This immediate inclusion aims to foster both linguistic and social integration from the onset.

The 'TEAMS: Teaching that Matters to Migrant Students' project was carried out by researchers from the Universities of Edinburgh, Jyväskylä, Stockholm, and Turku. This four-year study focused on how teachers and school staff support migrants in seven public high schools in Scotland, Sweden, and Finland. The study applied mixed methods, including social network surveys, teacher reflective logs, student surveys, classroom observations, and policy document analysis.

Findings suggest that effective teacher collaboration with each other, with families and with other professionals is essential but often happens informally. Structured collaboration, such as regular meetings and progress bulletins, is recommended to improve communication and support. Currently teachers rely critically on EAL services to focus on supporting individual students directly, while the role of EAL teachers in training and supporting all teachers to integrate EAL learners is underdeveloped. A shift towards comprehensive knowledge development for all educators is required. Initiatives promoting diversity as the norm, such as decolonizing the curriculum, Culture Days, or allowing students to take exams in their heritage languages, are well received. Similarly, teachers with migrant backgrounds are valuable resources due to their shared lived experiences with migrant students and their ability to offer guidance.

Policy recommendations call for rethinking EAL support in Scotland, shifting more towards capacity building to support diverse learners; encouraging structured opportunities for teacher collaboration, such as weekly meetings and resource hubs; and finally embracing diversity as a norm in education.

was an international study conducted by teams of researchers from the Universities of Edinburgh, Jyväskylä, Stockholm and Turku, supported by the NordForsk British-Nordic research programme. The study served two purposes: 1) shedding light on how schools and teachers address barriers and create opportunities for migrant integration in schools, and 2) helping teachers and school leaders meet the needs of migrant students. The researchers applied mixed methods, collecting data over three years through social network surveys, reflective logs for teachers, surveys for migrant and non-migrant students, school and classroom observations, interviews with school staff and students (Pantić et al., 2024), and analysis of policy documents. With respect to the Scottish context, three schools were involved in the project, and they reflected different socio-economic and cultural environments (please note that the names of the schools and the city they were located are anonymized to protect the privacy of students and personnel):

'Beech, at the management level, is very committed to celebrating diversity and equalities, but [...] I don't get much interaction with the staff. [...] [Rowan] is definitely in the middle in that it wants to be better. I've been there the longest, so I've managed to establish myself there; everybody knows who I am, and I've managed to do whole-school training. [...] Juniper School, because it's so diverse, [...] I think just generally a lot of stuff is in place. [...] In Rowan and Juniper, [staff] do email and say, 'I've got so-and-so in my class; I don't think I'm managing to teach them, can you give me some advice.'

'I think the formal stuff has a place, obviously. When a pupil has been enrolled, we need to know where they're at to begin with. Where are we working from? Absolutely, it's very important to get a formal handle on that. However, thereafter, it's good to just chat informally sometimes. And so the EAL teacher would maybe come and see me or one of the guidance teachers and say, 'Right, who do I need to chase up today? Who do you want me to go and speak to today?' And that's what I'm saying, it's the more informal side.'

Another crucial finding of TEAMS revolves around the idea of diversity as the norm in schools ; migration is an ongoing phenomenon, and school populations are becoming increasingly diverse, not only among students but also among teachers. Teachers with migrant backgrounds are a crucial resource in integrating migrant students. Data from the project has shown that their support is often sought by school staff due to their shared lived experiences with migrant students, giving them a deep understanding of the challenges the pupils face. This allows them to better gauge the students' needs based on their own experiences.

Recommendations for UK-wide Policymakers and Decision-Makers in Local Authorities

The Role of EAL Support should be redesigned to build the capacity of all teachers. The shift from one-on-one support for individual students to that of EAL support for teachers needs to be made explicit with a clear plan for adequate support during the transition period. This transition will require a scaffolded approach to build capacity and confidence for teachers to be fully prepared to take responsibility for teaching EAL learners. Equipping and empowering teachers should start with training in necessary skills and knowledge (provided by EAL in each school to include all teachers), followed by intensely structured opportunities to exchange knowledge with class teachers and school staff. We recommend that national and council-level policy guidelines make more explicit the requirements for meeting the needs of increasingly diverse student populations , and adapt current support systems given ongoing migration trends. This involves a major shift in how resources are deployed to utilize better existing knowledge and actively represent cultural and linguistic diversity in schools, for example, to use expertise in heritage language teaching.

Recommendations for Teachers and School Staff

Structured opportunities for Teacher Development and Collaboration among schools have been essential but limited to serendipitous exchanges that cannot meet the increasing demand for sustained, quality support for all EAL learners. Teachers are already committed to the integration of migrant students, and they often create initiatives to promote diversity and inclusion. However, the findings of this study suggest that a more structured collaboration, e.g. regular meetings to discuss and update class teachers and school staff, has a positive impact on students' progress in learning and socialization. Given the significance of the transformation in teachers' roles, it is critically important to include regular structured opportunities for teachers to develop relevant knowledge and have continuing access to specialist advice. Gaining confidence in new ways of working will require safe environments for sharing new skills and dilemmas. Our findings provided examples of effective school-embedded opportunities such as weekly meetings of class teachers and support staff in Sweden, monitoring and discussing students' progress, engaging with families, EAL and Modern Languages teachers to build capacity for intercultural communication; for instance, one Scottish school created an in-house hub (EAL café) for exchange of resources for curricular and pedagogical adaptations. Including student voices in such initiatives helps make diversity an asset for all in the school community.

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Rethinking EAL Services to Support Inclusion of Migrant Students

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Cecilia Gialdini, Nataša Pantić | 17th December 2024 | Policy Papers * Scotland's educational landscape has evolved, with approximately 9% of the 700,000 pupils in publicly funded schools speaking a home language other than English. Scotland follows a universalist approach, integrating newly arrived migrant students into mainstream classes supported by EAL (English as an Additional Language) teachers.

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Baqar’s Journey as a New Scot, supported by the Prince’s Trust

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Baqar’s Journey as a New Scot, supported by the Prince’s Trust

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Baqar’s Journey as a New Scot, supported by the Prince’s Trust || Awards Network

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Curriculum for Excellence - 3-18 Transitions

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Curriculum for Excellence - 3-18 Transitions

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Staff who attended left feeling far better equipped to support EAL pupils in their classes. Always great when a CPD suggests strategies which are both easy to access and implement in the classroom. This will no doubt lead to better outcomes for EAL pupils we are currently supporting. A big thank you again for delivering.
Kirsty Armstrong

PT of Science

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Translate Sumdog by changing the website language

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Translate Sumdog by changing the website language

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See instructions for translating on Edge or Google

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You can cross reference common morphemes with the Secondary School Vocabulary List (SVL), which collates the most frequent subject specific words in secondary school subjects (includes, Geography, History, English etc.).

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You can cross reference common morphemes with the Secondary School Vocabulary List (SVL), which collates the most frequent subject specific words in secondary school subjects (includes, Geography, History, English etc.).

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Create translated and differentiated resources for topics/ texts

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Create translated and differentiated resources for topics/ texts

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Use existing curriculum, or generate standards-aligned content with real, cited sources.

Choose a grade level and language, and watch Diffit create complete, differentiated resources. ✅

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Use existing curriculum, or generate standards-aligned content with real, cited sources. Choose a grade level and language, and watch Diffit create complete, differentiated resources. ✅

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Dumfries High School (Social Sciences Department)

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Dumfries High School (Social Sciences Department)

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I really enjoyed the EAL training session.

It was a good use of CPD time and provided practical strategies that can be implemented in class fairly easily.

It was great to talk about the various IT tools that can be used but also to see a wee demonstration of each as we often hear about these tools but no one ever shows us how to access them and how to work them properly in order to benefit our learners e.g. Immersive Reader etc.

I'd recommend the training to other departments for sure.

Social Sciences Dept

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The Bell Foundation's new evidence on EAL pupils' attainment is out now

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The Bell Foundation's new evidence on EAL pupils' attainment is out now

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Blog: EAL Children and the Early Years Sector - The Best Start?

In this blog, Professor Claudine Bowyer-Crane and Dr Silke Fricke look at the achievement gap for EAL pupils in early years, exploring the reality behind the misleading data and what this means for policy.

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The Bell Foundation - Changing lives and overcoming exclusion through language education

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The Bell Foundation is a charity which aims to overcome exclusion through language education by working with partners on innovation, research, training and practical interventions.

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SQA Guidance on N5 and H ESOL candidates (2025)

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SQA Guidance on N5 and H ESOL candidates (2025)

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Topic: Fitness and giving opinions on a Joe Wicks fitness app after watching a video clip.

Uses NCFE spec for task 1 in listening and speaking exam. Teacher created content following NCFE guidance documents. I hope it is accurate and welcome feedback in case this does not represent the criteria.

Created for a student who needs a lot of support around speaking and listening. Can be adapted to much freer discussion with more cognitively able students.
Editor's note

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Topic: Fitness and giving opinions on a Joe Wicks fitness app after watching a video clip. Uses NCFE spec for task 1 in listening and speaking exam. Teacher created content following NCFE guidance documents. I hope it is accurate and welcome feedback in case this does not represent the criteria.

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At Starfall, children have fun while they learn. Educational games, movies, books, songs, and more for 1st, 2nd, and 3rd grade learners.

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At Starfall, children have fun while they learn. Educational games, movies, books, songs, and more for 1st, 2nd, and 3rd grade learners.

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These videos can be translated on You Tube (Settings cog > Subtitles on > Auto generate and choose language)

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Free, virtual geography lessons for students working at home. These videos summarise topics in the Scottish Geography curriculum at National 5 level.

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Presentation Translator for PowerPoint - Microsoft Translator

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Presentation Translator subtitles your live presentation straight from PowerPoint, and lets your audience join from their own devices using the Translator app or browser.

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Approaches to teaching and learning for children New to English

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Approaches to teaching and learning for children New to English

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Blog entry by Astrid Dinneen

By Hampshire EMTAS Team Leader Sarah Coles and Astrid Dinneen, EMTAS Specialist Teacher Advisor for schools in Basingstoke & Deane

With the increase in numbers of children joining our schools from overseas with very little English, practitioners in schools are asking how best to proceed. Should they first focus on teaching the children English or is there another approach?

EAL best practice tells us that the best thing to do for such children is to include them in the full mainstream curriculum being delivered in schools via the medium of English. This can be scaffolded in various ways. The children should not be withdrawn to be taught English separately or as a prerequisite to being allowed to join their peers in regular lessons. But this immersion approach can seem an alarming response; surely the children will not be able to understand anything and will flounder and fail, people may think. So instead some opt for an 'English first' approach. They buy in an online English teaching app or print off worksheets for the children to learn the days of the week and the colours in English whilst their peers are learning about how plants grow or the story of The Titanic or Shakespeare's Hamlet.

The problem with the English first approach is that far from helping, it actually slows down the children's progress in their acquisition of English, as well as making it harder for them to feel welcomed and included in the life of their new school. Plus it adds to teachers' workloads; now they are having to source materials for an entirely separate curriculum as well as plan for the rest of their class.

To illustrate this in more detail, consider these two approaches for the same newly arrived child whom we shall call Hatice*. Assume Hatice is new to English (Bell Foundation EAL Assessment Framework Band A, to those in the know) and literate in Turkish.
Scenario 1: English first

The teacher decides to plan separate provision for Hatice, because they feel their mainstream English lesson is too challenging for Hatice's level of English. So whilst the other children are preparing to write a letter persuading their Head Teacher to shift the start of the school day back by an hour so they start at 10.00 instead of at 9.00, Hatice will sit on her own and work through some sheets that focus on learning the English words for some colours and common classroom objects. In one example below Hatice is required to draw and colour the correct classroom object in the empty box.

It is a...

It is an...

red

pen.

purple

book.

orange

chair.

Fortunately, Hatice is compliant, meaning the teacher can get on with teaching the rest of the class. Hatice spends the whole morning working on these worksheets on her own. She doesn't disrupt anyone but the teacher notices that she regularly has her head down on the desk and appears to be dozing.

At the end of a couple of weeks at school, Hatice is still very much on the periphery of things in the classroom and needs frequent reminding when she is included in instructions given by the teacher, for example when it's time to get ready for PE or line up to go to assembly. She spends long periods of time gazing out of the window and generally seems to lack motivation and enthusiasm for anything other than home time.

There has also been a deterioration in her output and she now very rarely completes the worksheets she is given. Where she has had a go with tasks that require writing, her handwriting is much less tidy and it seems she is taking increasingly less care over her work.

With regards to friendships, it seems to be still very early days and Hatice has not formed any strong relationships with her peers. She continues to spend most of her time at break and lunch times on her own.

Her teacher reflects on practice and provision so far. It has taken a lot of time planning, resourcing and marking the worksheets for Hatice, yet she does not seem to be making progress. He is not sure what else to do but feels this is not a sustainable approach in the long term. He is interested in finding out about alternatives...
Scenario 2: immersion using EAL-friendly strategies

Hatice's teacher plans to include her in the lesson along with everyone else from the get-go. First off, before the series of lessons begins, the teacher sends Hatice home with a list of words in English to be translated into Turkish with the help of parents. He asks them to talk to Hatice about the concept of 'persuasion'; what does the word itself mean and in what in real life scenarios might we use persuasion to get the outcome we desire? The teacher recommends the family use a translation tool like Google Translate to help them to do this:

E nglish word/phrase

Turkish (Türkçe)

Potential

The words the teacher chooses for this are drawn from a model letter which will be used in the lesson the following day. The teacher chooses to write the model himself to incorporate the language of persuasion, different persuasive techniques and ideas already suggested by the children themselves. At other times, he might have used ChatGPT to generate a model in no time.

Before the lesson starts, Hatice's teacher considers his seating plan and decides to place her next to two articulate speakers of English to form a talking trio. He hopes this will help alleviate any pressure to speak before she feels confident to do so while still exposing her to good language role-models. Her buddies are very chatty and supportive and are sure to create lots of listening opportunities for Hatice.

Having diligently completed her pre-learning at home with the help of her parents and discussed the concept of persuasion in Turkish, Hatice is very proud to bring in a dual-language glossary she has started in her special book. She places it on her desk next to her pencil case. Her new buddies seem to be taking an interest in the stickers she has stuck on her book and this adds to her feeling of pride.

She is also pleased to recognise the vocabulary she has researched and translated in a handout placed on her desk by her teacher. Everybody else is given the same handout. Hatice is intrigued and delighted to see she might not be doing different work today. Plus a Teaching Assistant approaches her holding a tablet and shows her how to scan the text to translate it into Turkish. Hatice smiles and chuckles as she reads the translation and discovers the text is a letter asking their head teacher to delay the start of the school day.

Highlighters are distributed and her buddies start a conversation. They're highlighting parts of the letter. Hatice checks the tablet to see the translation again and tries to match the highlighted text to the translation. She starts to neatly annotate her letter in Turkish. Her teacher looks happy so she continues her annotations and adds to her dual-language glossary words such as 'firstly', probably', 'clearly' etc. Her buddies highlighted them so Hatice thinks they must be important.

Later on, the children are to write their own letter using features of the original. Hatice's teacher suggests to her that she could write her letter in Turkish. Hatice happily engages with this, writing fluently and at length, sometimes self-correcting and adding punctuation. She writes in paragraphs and her sentence starters seem to vary. She even attempts to incorporate some English vocabulary eg 'firstly' and 'clearly'. This reassures Hatice's teacher who can see she has lots of ideas and things to say. He notices Hatice sometimes looks at her peers' writing - both are quite happy to show her their work - and is making use of the tablet to communicate with them using translation apps.

What now?

Experimenting with EAL pedagogy has proved promising as it's meant Hatice has felt included, motivated and able to meet curriculum objectives in a differentiated way. Her teacher would like to build on this by trying other EAL strategies such as substitution tables and Dictogloss, planning further opportunities for listening and speaking and continuingthe use of Turkish as a tool for learning. To explore these further why not join one of our online network meetings?

*This child's name is pronounced /hætidʒe/

[ Modified: Monday, 23 January 2023, 10:56 AM ]

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emtasmoodle: astrid dinneen: approaches to teaching and learning for children new-to-english

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EMTASMoodle: Astrid Dinneen: Approaches to teaching and learning for children new-to-English

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By Hampshire EMTAS Team Leader Sarah Coles and Astrid Dinneen, EMTAS Specialist Teacher Advisor for schools in Basingstoke & Deane With the increase in numbers of children joining our schools from overseas with very little English, practitioners in schools are asking how best to proceed.

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Free online ESL games to help students learn English in a fun and interactive way.

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Free online ESL games to help students learn English in a fun and interactive way.

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Use of bilingual dictionaries, word lists etc

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Use of bilingual dictionaries, word lists etc

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* 20 languages available

* Can be used for assessments and exams

* Please refer to SQA guidance

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This page contains links to some of the best free offline multilingual dictionary apps for Android and iOS.

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* 20 languages available

* Can be used for assessments and exams

* Please refer to SQA guidance

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This page contains links to some of the best free offline multilingual dictionary apps for Android and iOS.

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Writing an Individual Education Plan (IEP)

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Writing an Individual Education Plan (IEP)

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EAL pupils do not as a rule need an IEP (i.e. they do not need 'substantial adaptation to the curriculum', they just need help to access that curriculum).

If they have an additional ASN, and IEP may be considered.

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Writing an Individual Education Plan (IEP)

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Writing an Individual Education Plan (IEP)

# data[].attributes.body
EAL pupils do not as a rule need an IEP (i.e. they do not need 'substantial adaptation to the curriculum', they just need help to access that curriculum).

If they have an additional ASN, and IEP may be considered.

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Dyslexic Learners in the EFL Classroom: Part 2

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Free Literacy Printables. Custom worksheets, teaching resources, printable games and manipulatives.

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Pre N2 - low level literacy materials

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Find SQA ESOL Literacies National 2 learning support material here such as guides.

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Pre N2 - low level literacy materials

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Find SQA ESOL Literacies National 2 learning support material here such as guides.

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EAL pupils in the Modern Foreign Languages classroom

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EAL pupils in the Modern Foreign Languages classroom

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Adaptive Teaching for EAL students in the Modern Foreign Languages classroom

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Adaptive Teaching for EAL students in the Modern Foreign Languages classroom

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A helpful guide from East Renfrewshire Council

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Materials - The English Hub for Refugees

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Materials & ResourcesLevel A1-Level A1Level A2Level B1Other ResourcesIf you have a couple of minutes, we'd love to hear your feedback!Give Feedback

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Materials - The English Hub for Refugees

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Materials & ResourcesLevel A1-Level A1Level A2Level B1Other ResourcesIf you have a couple of minutes, we'd love to hear your feedback!Give Feedback

# data[].attributes.attachment_link.title
Materials - The English Hub for Refugees

# data[].attributes.attachment_link.description
Materials & ResourcesLevel A1-Level A1Level A2Level B1Other ResourcesIf you have a couple of minutes, we'd love to hear your feedback!Give Feedback