EAL at Sedbergh: a conversation with Ms Catherine Bettney
At Sedbergh, English as an Additional Language (EAL) is not a fixed pathway but a personalised journey, tailored to each pupil’s starting point and ambitions. In this interview, Catherine Bettney, Head of EAL, explains how pupils rapidly develop confidence in English—often within weeks—through a combination of expert teaching, immersive boarding life and consistent academic support. From flexible lesson pathways to IELTS preparation and full integration into mainstream study, she outlines how international pupils are supported to thrive both academically and socially.
“Often within just a few weeks, you see a real shift—pupils who were quiet at first are suddenly joining conversations and finding their voice.”
For families joining Sedbergh from overseas, what does the EAL journey look like?
Each pupil’s EAL journey can look very different, as we always work around individual needs, so it very much depends on their level of English. Some pupils go straight into mainstream lessons in all subjects. Those with a high level of English usually benefit from being fully immersed alongside their peers who have English as their first language.
Other international pupils will need support from the EAL Department. In Years 9–11, these pupils typically attend EAL lessons instead of mainstream English, and may also take additional EAL lessons in place of another subject if needed. We take a very flexible approach so that each pupil is supported in the way that suits them best.
As pupils gain confidence, many move from EAL into mainstream English, while others may move the other way if they feel they would benefit from additional support at a particular stage.
In Years 12 and 13, pupils may choose IELTS lessons as one of their four options. Those with a lower level of English are usually advised to take this when they apply, while others choose it to prepare for the IELTS exam. This is an important and widely recognised qualification, and we run an IELTS session here at school each June.
How quickly do you see pupils’ confidence in spoken English develop, and what helps that transformation?
Really quickly, usually—often within a few weeks. It does depend on a number of factors, including each pupil’s personality. Some quieter or more reserved pupils may take a little longer, whereas more outgoing pupils often improve very quickly indeed.
What makes the biggest difference is the environment around them. EAL teachers, subject teachers, House staff, other pupils and sports coaches all play a part—and increasingly, things like social media and even Netflix help to support that development too.
How do you balance supporting pupils’ language development while also ensuring they keep pace academically in mainstream lessons?
EAL lessons have an important role here but for pupils who do not have EAL lessons their subject teachers help with this. Teachers understand the needs of EAL pupils and support is given with the development of subject specific vocabulary and how to structure a written response, for example. Opportunities to speak and share thoughts/ideas are important, as are writing frames. Teachers understand that EAL pupils often already have excellent subject knowledge, gained in their previous school, and just need to be able to transfer their ability to apply this knowledge into English.
How does the boarding environment contribute to accelerating language development?
The boarding environment accelerates language development in many ways! For example, Years 9–11 pupils share a bedroom with someone who does not have the same first language as them—so they are always speaking English together; there are conversations over communal meals; House ‘Book Clubs’; and weekend activities, socials and trips. In a boarding school such as Sedbergh, EAL pupils develop their social English through regular interactions and conversations with their peers in House, at the same time as developing their academic English in lessons.
How do you ensure EAL pupils feel confident contributing in academic discussions and not just completing written work?
In EAL lessons there is a big focus on spoken English, and a lot of classroom conversations, discussions and debates take place. This helps improve pupils’ confidence to contribute verbally in mainstream lessons. In mainstream lessons, teachers understand that EAL pupils need opportunities to talk about their academic work before they can write it down. If pupils can’t say it, they can’t write it! It is therefore of vital importance that opportunities are provided for all pupils (not just EAL pupils) to engage in conversation, discussion and debate prior to committing their work to writing.
What role does EAL play in preparing pupils for GCSEs, A levels and university applications?
The EAL Department prepares and enters pupils for IGCSE EAL in Y11 and the IELTS exam in Y12 or Y13. IELTS is a requirement for all EAL pupils who want to study at a UK university. The skills developed in EAL lessons, and the focus on developing reading, writing, speaking and listening, all help pupils in all their GCSE and A Level subjects, and with writing their UCAS application. However, the subject-specific content is, of course, taught by our subject specialists, EAL teachers are not specialists in all GCSE and A Level subjects, and therefore subject-specific exam preparation must be undertaken by subject specialists.
What misconceptions do international parents often have about EAL, and what would you most want them to understand?
All pupils who do not have English as their first language are classified as EAL learners, but not all of these pupils will need to take dedicated EAL lessons. EAL learners vary from beginners (A1 on the CEFR) right up to pupils who are fully functionally bilingual (C2 on the CEFR). Pupils who are at CEFR level B2/C1 probably do not need EAL lessons and will be able to improve their English by attending mainstream lessons, taught by subject specialist teachers who understand the needs of EAL learners and who take into account that EAL pupils of all levels will need in-class support.