The New Writing Framework and EAL learners
A Fresh Start for Teaching Writing
Writing remains one of the most complex skills to both teach and learn. Recognising this, the Department for Education (DfE) has introduced a new Writing Framework (July 2025) designed to raise writing standards in primary schools.
The framework focuses on explicit teaching, oral rehearsal, and writing with purpose across all subjects. Rather than treating writing as a natural gift, it reframes it as a craft, something that can be modelled, practised, and improved.
Teachers are encouraged to demonstrate each step of the process of planning, drafting, and revising, so learners see that even experienced writers develop ideas over time. Writing is no longer a one-off task but a tool for thinking and communicating across the curriculum.
“Writing isn’t just an end product; it’s a process of thinking, refining, and finding your voice.”
Eve Morton, School Improvement Advisor, Primary English, Education North Tyneside.
What the Framework Means for EAL Learners
The new framework offers opportunities and challenges for learners learning English as an Additional Language (EAL). These learners are learning English while also mastering academic writing, hence a double journey.
Fortunately, many of the framework’s principles naturally align with effective EAL practice: oral rehearsal, explicit sentence-level teaching, modelling and scaffolded writing tasks all provide strong support.
Encouraging learners to speak before writing builds grammatical confidence and fluency. Sentence-level work offers manageable steps toward longer compositions. Meanwhile, explicit instruction in spelling and phonics helps EAL learners navigate English’s irregularities.
“When applied thoughtfully, the framework becomes a bridge, not a barrier for multilingual learners.”
Practical Classroom Strategies
To make the most of the new framework, teachers can integrate inclusive approaches that support every learner:
- Model and scaffold writing with sentence frames and shared writing.
- Encourage oral rehearsal talk before writing to strengthen vocabulary and confidence.
- Pre-teach key vocabulary using visuals and real-life examples.
- Focus on sentence-level skills like combining, expanding, and varying sentences.
- Provide meaningful contexts, real audiences, and purposes makes writing engaging.
- Guide reflection and revision through structured feedback.
- Track progress using tools such as The Bell Foundation’s EAL Assessment Framework, or bespoke assessment frameworks, that are used by local authorities or specialist bodies for learners of English as an Additional Language (EAL) in the UK.
Looking Ahead: Inclusion Through Writing
The new Writing Framework reminds us that writing is not just a skill to assess; it’s a means of inclusion and expression. For EAL learners, strong writing instruction can transform challenges into opportunities for voice, confidence, and creativity.
High expectations, paired with thoughtful scaffolding, allow all pupils to thrive. To achieve this, schools must invest in ongoing professional development so staff can combine the best of writing pedagogy with effective EAL strategies.
When this happens, every learner can proudly say:
“I am a writer.”
In Short
- Writing should be explicitly taught, modelled, and practised.
- EAL learners thrive through oral rehearsal and structured scaffolding.
- Writing across the curriculum builds fluency and confidence.
- Ongoing professional development ensures consistency and impact.
Ready to find out more?
Our Inclusive Learning and Achievement Service (ILAS) provide a range of training and support for schools and services. Take a look at our training options and search by Provider for 'Inclusive Learning and Achievement Service'.
Article by
Rashda Salamat
English as an additional language Teacher
The Inclusive Learning and Achievement Service (ILAS)
rashda.salamat@northtyneside.gov.uk
