How can the use of speaking and writing frames support children with EAL to discuss and record ideas in Standard English?

Research has shown that pupils with EAL tend to underperform compared to their non-EAL peers in reading and writing during the earliest years of their education. The purpose of this study was to investigate and improve applied Standard English of pupils with EAL, particularly those who speak little English at home. The research was designed to evaluate the effectiveness of speaking and writing frames by assessing the impact they have on written and spoken outcomes of children with EAL. The study also took into consideration the impact that speaking and writing frames have on pupil’s understanding and use of grammar as well as confidence when speaking aloud in front of their peers. The findings show that the speaking and writing frames did have impact on the quality of Standard English used by EAL children in their writing and that there was an improvement of spoken Standard English when the scaffolds were in place.