So why is the demand for bilingual teaching assistants increasing?

The latest net migration statistics show that in the year ending June 2017, net migration to the UK was 230,000. Even more shockingly, the total number of Commonwealth immigrants since 1962 is estimated at around 2,500,000. 

This is a daunting number.

It has meant that as families and their children flood to England, our educational systems and schools across the country have struggled; teachers alone cannot be expected to teach a full class a teaching schedule and meet targets whilst there are also EAL students within that class that may not even be able to produce a line of English… In turn, as a result of these students struggling to reach the level of their fellow peers, analysis of 2013 national assessment results showed that at the end of Reception, the odds of achieving a ‘good level of development’ (GLD) were 0.67 (or 33%) lower for EAL children compared to FLE children. Just over half (54%) of pupils recorded as FLE were recorded as having achieved this standard, compared to only 44% of pupils recorded as having EAL (Strand et al, 2015). Not only does this affect the student themselves, it affects the results of the country as a whole.

This is where bilingual teaching assistants come in to the equation. Buddying up with these EAL students and being able to interact with them in their own language whilst aiding them in learning and utilising English to an adequate level is a huge confidence boost for that student. Making them feel at ease and eager to learn as they possess a feeling of being understood and helped, not just thrown to the side whilst the teacher focuses on ensuring the safety of the precious national educational targets. You will open the door for them to gain the most from their surroundings, not just simply being shut in a world which they do not understand. In turn, the results of EAL students will increase, as will the national statistics.

 

It is a winning situation for all.