Beyond the silence: recognising more able learners within EAL

Misba Mir, Deputy Headteacher at Carlton Junior and Infant School, on the importance of recognising the abilities of EAL learners, ensuring that language proficiency does not become the lens through which all other abilities are judged.

 In many classrooms, there are pupils who think deeply, notice patterns quickly and make sophisticated connections, but whose abilities can easily be overlooked. This is especially true for learners who use English as an additional language (EAL). Too often, language proficiency becomes the lens through which all other abilities are judged. When that happens, we risk missing talent that is present, active and quietly waiting to be recognised.

I’ve worked with EAL learners for years, and one of the most persistent challenges I’ve seen is how easily ability can be underestimated. A child who struggles to explain their thinking in English may still be reasoning at a high level. Another may grasp abstract concepts instantly but lack the vocabulary to show it in conventional ways. When we rely too heavily on spoken or written English to identify ability, we narrow our view and some of our most able learners slip under the radar.

Recognising more able learners within EAL populations matters for two main reasons.

• First, it’s an issue of equity. All learners deserve to be challenged, stretched and supported appropriately. 
• Second, it’s about potential. When ability goes unnoticed, learners may disengage, lose confidence or internalise the idea that they are “behind”, when in reality they are anything but.
  

One of the key difficulties is separating language acquisition from cognitive ability. Learning a new language is demanding. It takes time, exposure and confidence. During that process, learners may appear hesitant, quiet or even passive. But silence does not equal lack of understanding. I’ve seen pupils solve complex problems mentally while struggling to explain their reasoning aloud. Others demonstrate advanced thinking through gestures, drawings or their first language – but this will only be recognised if we are willing to look.

How can we successfully look beyond language to successfully identify and support more able EAL learners?

Close observation is key

More able EAL learners often show their strengths in subtle ways. They may pick up routines quickly, transfer knowledge from one context to another or ask insightful questions using limited language. Some show creativity in problem-solving, finding alternative ways to complete tasks when language becomes a barrier. These are all indicators of high ability, even if they don’t fit neatly into standard assessment frameworks.

Go beyond traditional testing

Assessment itself can be a stressful stumbling block. Traditional tests often measure language more than understanding. For EAL learners, especially those new to English, this can mask what they truly know. Identifying more able learners requires flexibility: using visual tasks, practical activities, discussion in pairs, or opportunities to respond through diagrams or models. When pupils are given multiple ways to demonstrate understanding, ability becomes clearer and easier to correctly identify.

Challenge assumptions

It’s easy, often unconsciously, to associate fluency with intelligence. Learners who speak confidently and use advanced vocabulary are more likely to be seen as able, while those still developing their English may be placed in lower groups or given simplified work. Over time, this can limit access to challenge. More able EAL learners may spend too long consolidating basics they mastered long ago, simply because they haven’t yet mastered the language of instruction.

Adopt a strengths-based mindset

Instead of focusing on what learners can’t yet do in English, we should be asking: 

• What can they do? 
• What do they understand? 
• Where do they show curiosity, speed of learning, or depth of thinking?

For many EAL learners, strengths may lie in mathematics, science, pattern recognition, music or strategic thinking. Language may catch up later but only if those strengths are nurtured, not ignored.

Offer cognitive challenge alongside support

Supporting more able EAL learners isn’t about pushing them faster through language learning. It’s about offering cognitive challenge alongside language support. This might mean providing richer tasks with scaffolding, encouraging use of first language as a thinking tool or allowing learners to work with peers who stretch their thinking. Challenge and accessibility can and should exist together.

Consider the impact on wellbeing

There’s also a pastoral component to this work. Being identified as able can have a powerful impact on a learner’s self-image. For EAL learners, who may already feel different or unsure of their place, recognition can be transformative. I’ve seen pupils’ confidence grow when their abilities are acknowledged, even in small ways. That confidence often feeds back into language learning, participation and risk-taking.

Key takeaways

Ultimately, recognising more able learners among EAL pupils requires us to slow down and look more carefully. It asks us to question usual habits of assessment, to listen beyond words, and to remain open to different expressions of ability. It’s not about lowering expectations because language is a barrier; it’s about raising expectations while removing that barrier.

When we get this right, everyone benefits. Learners feel seen. Classrooms become more inclusive and we move closer to an education system that values thinking as much as talking. Ability doesn’t disappear when language is developing because it simply finds new ways to show itself. Our job is to notice and make a difference.

About the author

Misba Mir is a Deputy Headteacher, English Lead and Year 6 Teacher at Carlton Junior and Infant School, West Yorkshire, with over 14 years of teaching experience. She leads on curriculum development and school-wide challenge, ensuring high standards, ambition and engagement for all pupils. Misba is passionate about fostering a positive learning culture, supporting staff development, and preparing pupils for success academically, socially and emotionally. Carlton Junior and Infant School has held the NACE Challenge Award since 2020 and is an active member of the NACE community.