Indicators of academic success among primary EAL learners: a qualitative systematic review

Abstract

English an Additional Language (EAL) learner success is often narrowly defined by academic testing. However, there are diverse perspectives on what constitutes success, especially when viewed from the perspectives of learners, parents and teachers. As a result, this qualitative systematic review examined studies published between 2014 and 2025 to identify key indicators of EAL primary school learner success. Fifteen peer-reviewed articles were analysed, revealing three interconnected indicators: improved language proficiency and academic skills, increased confidence and classroom engagement, and strong home-school connections. The findings emphasise that EAL success must be viewed through a holistic lens that incorporates academic, linguistic, cultural, and socio-emotional dimensions. Implications for practice include the need for explicit language instruction and the integration of learners’ linguistic and cultural repertoires. Professional learning for teachers is needed to support language development alongside self-regulation and family engagement strategies. Such an approach strengthens educational outcomes (and success) and builds more inclusive and connected school communities.