It is usually clear to staff in schools that there is a support need to address when a new pupil from overseas experiences a language barrier. This may be the child’s first experience of being in an English-speaking environment, and there is much to learn in terms of the new language.
When it comes to supporting learners who are new to English, it is good practice to pair these learners with articulate peers who can act as good language role-models. And when these able peers are bilingual themselves, they are often ideally placed to engage with new arrivals. But how best to recognise the contribution of 'Kacper' in the classroom?