In today’s increasingly globalized world, educators need to teach students from diverse linguistic backgrounds. This is particularly evident in international schools where students often speak multiple languages at varying proficiency levels. At a school in the Middle East where I oversaw English as an Additional Language (EAL) and Special Educational Needs (SEN), we observed a concerning trend: many students consistently struggling with behavior and academic performance also had lower MAP (Measures of Academic Progress) scores. After further analysis, we discovered that many of these students were non-native English speakers, and their struggles stemmed from a lack of proficiency in both their home language and English. However, they would not necessarily be considered as EAL students. These factors contributed to their academic difficulties, leading to classroom behavior issues. This article outlines how we identified the issue, implemented targeted interventions, and tracked progress, leading to improvements for all students.
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