Five things to consider when choosing EAL resources. 
For teachers supporting pupils who are learning English as an Additional Language, finding the right resources can be challenging. The range of books, digital tools, assessment products and supplementary materials available has grown considerably, while EAL learners themselves bring very different linguistic, educational and personal experiences to the classroom.

So how can schools make informed choices?
Here are five things worth considering when reviewing or building your EAL resources.

1   Start with the learner, not the resource
It sounds obvious, but the starting point should always be the learner.
Age, English proficiency, literacy, previous educational experience and familiarity with the UK education system can all affect what a pupil needs from a resource. A newly arrived pupil with limited English literacy may require something very different from a pupil who communicates confidently in everyday English but needs support with the academic language of the curriculum. Rather than asking “Which book should we use?”, it can be more useful to ask “What are we trying to help this learner achieve?”

2   Think beyond general English
EAL support isn’t simply about teaching vocabulary and grammar. As pupils develop their English, they also need to understand and use the language of learning: explaining ideas, interpreting questions, writing effectively, participating in discussions and understanding subject-specific terminology. When selecting resources, consider whether they support these wider language demands. Materials for reading, writing, pronunciation, vocabulary development, study skills and academic English can all have a role alongside more general English resources.

3   Look for flexibility
EAL provision looks different from one school to another. Some schools have dedicated EAL lessons; others provide support within mainstream classrooms.  Pupils may work individually, in small groups or alongside their peers. Resources therefore need to be adaptable. Consider whether materials can be used selectively, differentiated for different levels, incorporated into existing lessons or used for independent practice. Flexibility can be particularly important when a school is supporting learners at several different stages of English development simultaneously

4   Consider the whole learning journey                                                                                                   Individual resources rarely provide the complete answer.  The most useful collections bring together materials that support teaching, learning, practice, feedback and progression. It is worth considering how a resource fits with what happens before and after it: how  learners are introduced to new language, how they practise it, how teachers assess their progress and how subsequent learning needs are identified. This broader perspective can help schools avoid accumulating resources that are individually useful but collectively disconnected.

5   Don’t underestimate specialist advice
There is an enormous amount of EAL and English language teaching material available. That choice is valuable, but it can also make finding the right resource surprisingly difficult.

Specialist knowledge can help schools navigate the market, compare different approaches and identify materials that fit particular learners and teaching contexts. This is one of the areas where BEBC (Bournemouth English Book Centre) can support schools. For more than 50 years, BEBC has specialised in the distribution of ELT and EAL materials, working with publishers and education providers in the UK and internationally.

Its catalogue brings together resources from a wide range of publishers, covering course materials, supplementary resources, graded readers, teacher development, assessment and digital learning. This means schools can look at their EAL requirements more holistically rather than having to navigate the market publisher by publisher.

Ultimately, choosing EAL resources isn’t about finding the perfect book or platform. It’s about building a collection that reflects the learners in front of you and supports their progression over time.

For schools reviewing their EAL provision, taking a step back and considering the learner, the language demands of the curriculum, flexibility, progression and the available specialist support can be a useful starting point.

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