In the fifth fortnightly review, I will discuss the needs of bilingual or English as a second language (EAL) pupils. This refers to students whose first language is not English and come from a diverse cultural and linguistic background and with little or no educational background (Ofsted, 2012). EAL pupils face barriers to their learning due to the fact that English has not been their first language or they have limited English or are considered bilingual pupils. The school also provides an EAL specialist who supports pupils, through practical activities, to ensure that cognitive and linguistic learning takes place. However, the teacher faces many challenges, for example pupils' progress may be slow in learning or not show uniformity due to the difference in teaching, background, level or ability of the English language affected by their situation and culture, such as Urdu, Punjabi, Somali Afghani, Romanian (Ofsted, 2012) Furthermore, there are numerous strategies that the school undertakes to support EAL pupils, some of them are, the teacher familiarises...