Celebrating 21st NALDIC North East RIG: Supporting EAL Learners with Speech and Language Challenges
On Thursday 16th October 2025, Diane Embley and Rashda Salamat from Education North Tyneside's Inclusive Learning and Achievement Service (ILAS), hosted their 21st meeting of the North East Regional Interest Group (RIG), a forum for educators dedicated to supporting pupils learning English as an additional language (EAL). This meeting focused on strategies to support EAL learners with speech and language challenges.
NALDIC: Championing EAL in the UK
The National Association for Language Development in the Curriculum (NALDIC) has been at the forefront of EAL education since 1992. As the UK’s national subject association for EAL, NALDIC is a charity committed to promoting bilingualism, raising achievement for ethnic minority learners, and supporting professional development through research, policy, and practice. NALDIC organises conferences, produces influential publications like the termly EAL Journal, and facilitates Regional Interest Groups (RIGs) that connect practitioners across schools, local authorities, and universities both regionally and nationally.
RIGs: Professional Networks for Practical Impact
RIGs are volunteer-led networks providing a blend of research insights, sharing of good practice, and practical resources. They offer free Continuous Professional Development (CPD) opportunities, especially valuable for colleagues less familiar with EAL-specific needs. The North East RIG, convened by Diane and Rashda, exemplifies this mission.
Selective (situational) Mutism and English as an Additional Language Learners.
Diane highlighted the “silent period” some EAL learners experience when adjusting to a new language and environment. Far from being passive, this stage is a critical period of observation and absorption of new vocabulary, social cues, and routines. Diane also explored the overlap between this stage and Selective (Situational) Mutism, an anxiety disorder with higher prevalence among EAL learners. She emphasised the importance of low anxiety classroom environments, positive relationships, and consistent, sensitive support. Strategies such as buddy systems, alternative communication methods, and graded exposure can help learners gradually build confidence and increase verbal participation.
Rashda shared a case study demonstrating how structured, positive, and collaborative support, including partnerships with families and external agencies, can lead to meaningful progress. She highlighted that nurturing a child’s home language reduces anxiety and creates a supportive foundation for learning.
One particularly heartwarming example came from a simple small group chat about pumpkins, which blossomed into a rich cultural exchange.
A child with Selective Mutism mentioned pumpkin soup; a Vietnamese pupil described eating raw pumpkin; a South Indian girl shared spicy pumpkin dishes and a sweet treat called Pumpkin Halwa; and a Teaching Assistant contributed that her daughter grows pumpkins for Halloween carving.
What began as a brief conversation became a journey across cultures, from Ukraine to Vietnam, South India, Pakistan, and back to the UK.
Practical Strategies for Language Development
Cathy Burgess and Vicki Brown from the Language and Communication Team at Education North Tyneside shared inclusive, evidence-based strategies for supporting both language and communication development:
- Creating a supportive environment with consistent routines and calm, understandable language.
- Using visual supports such as pictures, symbols, gestures, and visual cues.
- Simplifying language, avoiding idioms or abstract expressions, and adapting tasks with visuals or oral instructions.
- Building confidence by providing safe spaces for speaking and listening, celebrating small successes, and encouraging self-expression in any form.
These strategies not only support learners with communication and language needs but are equally beneficial for EAL and SEND pupils, promoting confidence, language development, and academic success for all learners.
Looking Ahead
The North East RIG’s 21st meeting is a testament to the dedication and passion of educators working to support EAL learners. By sharing knowledge, practical strategies, and inspirational stories, NALDIC RIGs continue to make a profound difference in classrooms across the UK.
For more information on NALDIC, RIGs, or to get involved, visit www.naldic.org.uk.
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Article by
Diane Embley
Team leader
The Inclusive Learning and Achievement Service (ILAS)
diane.embley@northtyneside.gov.uk
