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1.1 Define the terms: English as an additional language (EAL), bilingual, advanced learner of EAL

STL3D13: Understand how to support bilingual learners (Y/616/5971)

Unit summary

This unit provides the knowledge and understanding to support bilingual learners in a learning environment.

Credit value

3

Guided learning hours

15

Level

3

Mandatory/optional

Mandatory for Diploma

 

Learning outcomes

The learner will:

Assessment criteria

The learner can:

Evidence record

eg page number & method

Assessor

Initial and date

1. Understand how to contribute to the assessment of bilingual learners

1.1 Define the terms:

  • English as an additional language (EAL)
  • bilingual
  • advanced learner of EAL

 

 

1.2 Explain the importance of conducting an initial assessment of bilingual learners

 

 

1.3 Identify the types of information relevant people may require to help them in meeting the learning, language development and well-being needs of the bilingual learner

 

 

1.4 Explain why a specialist assessment may be required

 

 

2. Understand how to support bilingual learners to access the curriculum

2.1 Explain the importance of using the learners’ preferred language to introduce and settle them into the learning environment

 

 

2.2 Describe different learning activities and resources that can be used to promote personalised learning including development of learners’ language skills

 

 

2.3 Identify the challenges the bilingual learner may face to access learning

 

 

2.4 Describe the strategies that support the learning and language development of individual bilingual learners

 

 

 

Assessment tasks STL3D13: Understand how to support bilingual learners

These non-mandatory tasks have been developed to meet the knowledge learning outcomes for this unit.

Task 1 links to learning outcome 1 (AC 1.1, 1.2, 1.3, 1.4)

Read the scenario before attempting the task:

The school is reviewing how it assesses bilingual children and those with English as a second language, in preparation for an Ofsted inspection. The head of primary has called a meeting and asked all staff to prepare by undertaking some research into supporting bilingual children and those with EAL.

Prepare a report for the meeting that:

  • defines the terms:

    • English as an additional language

    • bilingual

    • advanced learner of EAL

  • explains the importance of conducting initial assessment of bilingual learners

  • explains why a specialist assessment may be required

  • identifies the types of information relevant people may require to help them in meeting the learning, language, development and well-being needs of the bilingual learner.

Task 2 links to learning outcome 2 (AC 2.2)

Find out about different learning activities and resources that can be used when supporting bilingual children and young people.

  • Describe a minimum of two (2) different learning activities and resources that can be used to promote personalised learning including development of learners’ language skills.

Task 3 links to learning outcome 2 (AC 2.1, 2.3 and 2.4)

Read the scenario before attempting the task:

You are asked by the class teacher to create an information display for the notice board in the school staffroom. The aim of this is to guide new teaching assistants and support staff when working with bilingual children and young people for the first time. You have been supporting three newly arrived children from the same family for the past six months and have useful experiences to share with other staff.

Create a resource to be used for reference for new staff that:

  • explains the importance of using the learners’ preferred language to introduce and settle them into the learning environment

  • identifies the challenges bilingual learners may face to access learning

  • describes a minimum of two (2) strategies that support the learning and language development of individual bilingual learners.

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STL3D13: Understand how to support bilingual learners (Y/616/5971)

This unit is about how teachers and support staff help children who are learning in English as an additional language (EAL) to actually access learning properly and feel included in the classroom. It focuses on understanding bilingual learners, how language affects confidence and achievement, and what schools do to make sure children are not left behind just because they are still developing English.

In real practice, it’s not just about translating words. It’s about how you assess where a learner is when they arrive, how you support their language development over time, and how you adjust teaching so they can actually understand and participate. At Assignment Experts, this is a unit where students often say they understand the classroom side of it, especially if they’ve done placement, but struggle when it comes to writing structured answers that include definitions, assessments, and strategies in a clear academic format. That’s usually where things get messy, and where we step in to turn practical experience into properly organised coursework.

Where this unit becomes tricky for students

The content itself is not too complex, but the wording and expectations are very specific. You’re not just describing “helping EAL learners,” you’re expected to understand assessment processes, terminology, and structured support strategies.

Common difficulties include:

  • Clearly defining EAL, bilingual, and advanced EAL learners

  • Explaining why initial assessment is important without being too general

  • Understanding when and why specialist assessment is needed

  • Identifying what information schools need to support bilingual learners properly

  • Linking language barriers to real classroom challenges

  • Writing about strategies without just listing basic ideas

  • Understanding how language development links to learning outcomes

At Assignment Experts, we see a lot of students who can talk about supporting bilingual learners in real life, but the assignment requires that same understanding to be written in a very structured, report-style format with clear definitions and explanations. That’s where most marks are either gained or lost.

What the assignment is actually asking you to do

This is really split into two main areas:

First, you’re showing that you understand how bilingual learners are identified and assessed. That includes initial assessments, specialist assessments, and understanding what information different professionals need to support the learner properly.

Second, you’re showing how learning is actually supported in practice. That means explaining how language is developed through classroom activities, how resources are adapted, and how learners are helped to access the curriculum despite language barriers.

In simple terms, it’s about showing that bilingual learners are not just “managed,” but actively supported so they can progress both academically and linguistically.

Why students often struggle with STL3D13

  • Confusing similar terms like bilingual and EAL

  • Not knowing how to explain assessment processes clearly

  • Being too vague about strategies (e.g. “use visuals” without explanation)

  • Forgetting to link language development to learning progress

  • Struggling to write a structured report for Task 1 and Task 3

  • Overlooking the importance of learner well-being alongside language support

This is usually where students come to us, especially when they have real classroom exposure but need help turning that into clear, well-organised academic writing that meets Level 3 expectations.