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KS3, KS4 and KS5 Inclusion

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CODA was a one-year project implemented by a consortium of five European partner institutions, and funded by the Lifelong Learning Programme of the EU Commission.  It built on two previous projects led by Nottingham Trent University (UK): ALLEGRO (2002-2005) and VIVACE (2006-2009). Starting from the assumption that all EU citizens, regardless of social status, disadvantage or disability, have a right to share in the vision of a united and multilingual Europe, these award-winning projects brought language learning to disadvantaged groups of all kinds.  A major conference, which brought together stakeholders from all sectors with an interest in inclusive language learning, took place in Nottingham in January 2014.’


Access and Engagement in Modern Foreign Languages

This is the latest official guidance (published in 2004) for supporting EAL learners.

Key Stage 3 National Strategy: Access and engagement in modern foreign languages. 
Teaching pupils for whom English is an additional language:



Published in 2009 by the Training and Development Agency for Schools, the document below gives advice on including students with special educational needs and/or disabilities in the secondary languages classroom.

Including pupils with SEN and/or disabilities in secondary modern foreign languages