EAL students in IGCSE are assessed in English whatever their subject knowledge, so schools need to track two things separately: proficiency in English and attainment in the subject. Use a proficiency scale such as the Bell Foundation’s five bands, teach command words explicitly, and compare mock results by question type. Low marks on “explain” questions often signal language, not content.
Why is EAL a particular issue at IGCSE?
Because the exam is in English. Cambridge says English “is also the medium of instruction and assessment for Cambridge programmes” and that “for many international learners, English is an additional language”. That “can … make it hard for learners to understand lessons and exams” (Cambridge). Cambridge syllabuses such as Biology 0610 state that assessment materials “are available in English only”. A student can know the science and still lose marks because they misread “explain” as “describe”, or can’t write a structured answer quickly.
How should schools measure English proficiency?
With a proficiency scale, alongside subject grades. The Bell Foundation’s EAL Assessment Framework uses five bands (Bell Foundation):
| Band | Stage | Bell Foundation description |
|---|---|---|
| A | New to English | ”Learners working at band A will require considerable support to access curriculum content” |
| B | Early Acquisition | Early stage; “fluency and building confidence is more important than accuracy” |
| C | Developing Competence | ”Typically been learning English for between two and five years” |
| D | Competent | Competent users of EAL |
| E | Fluent | Fluent users of EAL |
For international schools, the framework and a digital tracker “are available free of charge as part of Language for Results International”. The Bell Foundation designed them with “King’s College London and the University of Cambridge” (Bell Foundation International).
Why are command words the biggest barrier?
Because they carry the instruction, and their meanings are precise. In Cambridge IGCSE, “Describe” means “state the points of a topic / give characteristics and main features”. “Explain” means “set out purposes or reasons … say why and/or how and support with relevant evidence”. A student at band B or C may know both words but not the difference in what they earn. Definitions also vary by subject. “Determine” in Mathematics is “establish with certainty”, but in Biology it is “establish an answer using the information available”. See teaching IGCSE command words across departments.
The EEF’s guidance on secondary literacy recommends schools “provide targeted vocabulary instruction in every subject” and “prioritise ‘disciplinary literacy’ across the curriculum” (EEF). For EAL students, command words and subject vocabulary are where to start.
How can schools separate language from content in mock data?
With a language-load analysis, which is our recommended method:
- Tag mock questions by language demand: low (calculate, state, label, plot), medium (describe, compare) and high (explain, evaluate, discuss, suggest).
- Compare each student’s percentage on low-demand and high-demand questions in the same topics.
- Flag a gap. A student scoring well on low-demand items but poorly on high-demand items in the same content likely has a language barrier, not a knowledge gap.
- Cross-check with the Bell band. A band B or C student with a large gap needs language support; a band E student with the same gap needs subject teaching.
| Pattern | Likely cause | Response |
|---|---|---|
| High on calculate/state; low on explain in the same topic | Language load | Command word teaching; structured answer frames; vocabulary |
| Low across all question types in a topic | Content gap | Reteach the topic |
| Low on long answers only, across topics | Writing fluency or timing | Timed extended-writing practice |
This needs question-level mock data. See question-level analysis of mocks.
What support works in IGCSE lessons?
Our recommendations, drawing on the EEF’s emphasis on vocabulary and disciplinary literacy:
- Pre-teach subject vocabulary before each topic, including the command words the syllabus uses.
- Model answers that show what “explain” earns compared with “describe”.
- Use answer frames for extended responses at bands B and C, then remove them.
- Allow first-language thinking for planning, while answers are written in English.
- Check entry decisions. Core or Foundation entry can cap a student whose barrier is language, not ability. See Core vs Extended.
- Check access arrangements against each board’s published rules before promising any to families.
What should leaders track termly?
Three measures per EAL student: Bell band, subject attainment by topic, and the language-load gap. Report them together. A school that reports only grades will see EAL students as low attainers. A school that reports all three can show progress in English, and target the right support.
How schools do this with AI Buddy
AI Buddy records practice and mock results at question level, so teachers can see how EAL students perform on different command words and question types. Instant feedback shows students what a full answer includes, question by question. Proficiency assessment, using a tool such as the Bell Foundation framework, stays with the school’s EAL team.
Frequently asked questions
How can schools support EAL students in IGCSE subjects?
Track English proficiency and subject attainment separately, teach command words and subject vocabulary explicitly, use answer frames for extended responses, and check tier entries.
What are the Bell Foundation EAL bands?
Five bands: A (New to English), B (Early Acquisition), C (Developing Competence), D (Competent) and E (Fluent).
Are IGCSE exams available in other languages?
Cambridge syllabuses such as Biology 0610 state that the syllabus and assessment materials are available in English only.
How do you tell a language gap from a content gap?
Compare a student’s results on low-language questions (calculate, state) with high-language questions (explain, evaluate) in the same topic. A large gap suggests language is the barrier.
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Sources
- Cambridge International, Bilingual learners and bilingual education and IGCSE Biology 0610 syllabus 2026–2028
- The Bell Foundation, Levels of proficiency in English and EAL Assessment Framework for International Schools
- Education Endowment Foundation, Improving Literacy in Secondary Schools