Author: Amanda Archbald
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Inclusion Isn’t a Department
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Inclusion Isn’t a Department by Amanda Archbald At its core, inclusion is simple. It means that every learner is supported to access, engage and thrive within the mainstream classroom. Not occasionally, and not only with additional help, but as a consistent expectation of everyday teaching. Despite this, there remains a persistent misconception in schools that…
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Why an EAL Specialist is Not an English Teacher
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Why an EAL Specialist is Not an English Teacher by Amanda Archbald There is a persistent assumption in schools that EAL sits within English. It is an easy conclusion to reach. Multilingual pupils are learning English, English teachers teach English, so the responsibility must sit there. In practice, this is where provision begins to weaken.…
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When Fluency Misleads Us
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When Fluency Misleads Us by Amanda Archbald There are pupils in every school who unsettle our assumptions. They speak confidently. They participate. They follow instructions, at least on the surface. There is nothing immediately concerning when you hear them contribute to a discussion. Yet, when you read their work, something does not align. Their writing…
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What Do We Really Mean by “Good English”?
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What Do We Really Mean by “Good English”? by Amanda Archbald I have been thinking about English recently. Not the subject, but the language itself. The way it sounds. The way it shifts depending on who is speaking. The way it is judged. It shows up in small moments. A raised eyebrow at a pronunciation.…
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Who Gets to Be a “Native Speaker”? And Why It Matters in Our Classrooms
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Who Gets to Be a “Native Speaker”? And Why It Matters in Our Classrooms by Amanda Archbald In many schools, the term “native English speaker” carries an unspoken weight. It signals fluency, confidence, and, often, assumed proficiency. But this assumption does not always hold. A pupil may grow up speaking English at home and still…
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Are our systems designed only for native speakers?
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Are Our Systems Designed Only For Native Speakers? by Amanda Archbald For many multilingual pupils, school is not only about learning new ideas. It is about learning those ideas through a language that is still developing. In many international schools, English is the language of instruction. Classrooms operate in English, resources are written in English,…
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Understanding Language Influence: French and English
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Understanding Language Influence: French and English French and English share a long historical relationship, and many words in the two languages have similar origins. Despite this connection, differences in pronunciation, spelling patterns and grammar can influence how French speakers use English in the classroom. Understanding these linguistic differences can help teachers interpret language patterns more…
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Understanding Language Influence: Spanish and English
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Understanding Language Influence: Spanish and English Spanish is one of the most widely spoken languages in the world and is commonly represented in multilingual classrooms. While Spanish and English share historical connections, important differences in pronunciation, spelling and grammar can influence how Spanish speakers approach English learning. Understanding these linguistic patterns can help teachers recognise…
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Understanding Language Influence: Mandarin and English
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Understanding Language Influence: Mandarin and English Mandarin Chinese is the most widely spoken language in the world, and many multilingual pupils encounter English alongside Mandarin in their educational journeys. Because Mandarin differs greatly from English in its writing system, sound patterns and grammar, these differences can shape how learners approach English reading, writing and pronunciation.…
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Understanding Language Influence: Urdu and English
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Understanding Language Influence: Urdu and English Urdu is widely spoken across South Asia and within many international school communities. Pupils who hear or use Urdu regularly often navigate between multiple languages, and these linguistic experiences can influence how English is pronounced, structured and written. Recognising how Urdu interacts with English can help teachers interpret language…
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