Beyond the language barrier: how schools can better support newly arrived students

Immigration is rarely out of the headlines. But behind the political debate and media coverage is a group of children whose experiences often go unnoticed: newly arrived pupils starting school in England with little or no English.

For these children, adapting to a new country isn't just about making friends or fitting in. It's about learning a new language while trying to keep up with lessons, build confidence and find their place in an unfamiliar education system.

A growing challenge for schools

The number of school-aged children with English as an Additional Language (EAL) continues to rise across England. More than one in five pupils now speaks a first language other than English.

Although the East Midlands has lower overall numbers than some parts of the country, areas such as Derby are seeing increasing demand on schools. Derby City Council reports a growing need for specialist support services for EAL and newly arrived pupils. Local media has also highlighted schools expanding their provision to support children arriving with little or no English.

For many schools, supporting EAL learners is no longer a niche concern. It has become an everyday reality.

Why this matters

Limited English proficiency can create a significant barrier to learning. Pupils are often expected to access the same curriculum as their peers while simultaneously learning a new language.

This challenge is increasingly relevant within the school accountability landscape. Ofsted's current inspection framework places greater emphasis on how schools identify and respond to barriers affecting learning and wellbeing, and EAL now receives specific attention.

While many educators welcome this progress, questions remain about whether these measures go far enough to ensure accountability and consistent support.

Importantly, lower attainment among pupils in the early stages of English acquisition is not a reflection of ability. Research suggests that language proficiency is often the key factor influencing access to learning, assessment and teacher expectations. The Bell Foundation (2025) found that English language proficiency is the strongest predictor of academic outcomes for EAL learners.

Without the right support, the impact can extend beyond academic performance. Pupils may become frustrated when they struggle to communicate, parents can feel disconnected from schools, and teachers often find themselves working under pressure with limited specialist resources.

Over time, these challenges can reinforce existing inequalities and reduce opportunities for children who are already navigating the complexities of settling into a new country.

Three practical ways schools can respond

While there is no single solution, there are several approaches that can make a meaningful difference.

1. Value and use pupils' home languages

One of the most effective changes schools can make is recognising the value of a child's first language.

Traditional monolingual approaches can unintentionally isolate EAL learners from the curriculum and from their peers. By contrast, allowing pupils to use their home language during activities such as brainstorming, planning or discussing ideas before producing work in English can boost both confidence and participation.

This approach, known as translanguaging, encourages learners to draw on their full linguistic repertoire rather than treating languages as separate entities. Research suggests that translanguaging can improve academic outcomes while also increasing engagement and motivation.

More importantly, it sends a powerful message: a pupil's language and cultural identity are assets, not obstacles.

2. Make classroom language easier to access

Sometimes the most effective changes are also the simplest.

Teachers are experts in their subject areas, but it can be easy to overlook how complex classroom language may sound to a child who is still learning English.

The Bell Foundation recommends reflecting on aspects of classroom communication such as: 
- Speed of delivery

- Use of colloquial or idiomatic language

- Clarity of instructions

- Introduction of advanced or technical vocabulary without checking understanding 

Small adjustments can have a big impact. Slowing down speech, using visual supports, carefully grading language and ensuring instructions are explicit can improve understanding for EAL learners.

The added benefit? These strategies often improve learning for all pupils, not just those learning English.

3. Move away from a deficit view of EAL learners

Perhaps the biggest change needed is not in classrooms, but in attitudes.

Too often, EAL learners are viewed through a deficit lens, with the focus placed on what they lack rather than what they bring. The expectation is frequently that the pupil must adapt to fit existing systems.

But what if we shifted the focus?

Instead of asking how children can fit into schools, we might ask how schools can better respond to the diverse strengths pupils bring with them.

When multilingualism is recognised as a valuable resource and heritage languages are welcomed into the classroom, children are more likely to develop confidence, motivation and a strong sense of belonging. These factors are often the foundation for improved educational outcomes.

Looking ahead

When schools provide sustained language support, they can become powerful places of inclusion. They help newly arrived children not only succeed academically, but also build friendships, confidence and a sense of belonging in their new community.

Yet true inclusion requires more than additional interventions or classroom strategies. It requires a broader shift in thinking. Multilingualism should be recognised for what it is: a strength, an asset and a resource that enriches school communities.

Until that happens, many EAL learners will continue to face barriers that stem not from their abilities, but from the systems designed to support them.

For further information contact the press office at pressoffice@derby.ac.uk