Our Aims:

  1. To understand how the language, memory and attention skills of bilingual (EAL) children change over time, from the beginning of Year 1 to the beginning of Year 2.
  2. To find out which skills affect bilingual (EAL) children’s ability to understand spoken and written English.

After obtain ethical approval from the University of Reading, we contacted schools in Hampshire, Berkshire and West Berkshire and recruited 100 bilingual children with EAL from 9 schools in these counties.

The first phase of data collection was completed in February 2018. The second phase of data collection was completed in July 2018. The third phase has been recently completed (February 2019).