📚 Extra Time for EAL Candidates: Eligibility and Evidence | 英语非母语考生申请额外时间：适用条件与材料
Every year, international schools lose access arrangements they assumed were automatic. A student who has studied in English for three years, composes competent essays, but reads slowly is put forward for 25% extra time - and the application is refused. The reason is almost always the same: the school argued from the candidate's language background rather than from evidence of a disability or a specific learning difficulty. This guide sets out the real eligibility test used by JCQ, Cambridge International, Pearson Edexcel and the IB, the evidence file that satisfies that test, and the timeline that keeps an application inside the deadline.
每年都有国际学校错失本以为理所当然的考试便利安排。一名在英语环境中读了三年书、作文写得不错、但阅读速度偏慢的学生被申报 25% 额外时间，结果申请被驳回。原因几乎总是同一个：学校是以"考生母语不是英语"为理由，而不是以"存在残疾或特定学习障碍的证据"为理由。本文梳理 JCQ、剑桥国际、培生爱德思和 IB 实际采用的资格判定标准、能够满足该标准的证据档案，以及确保申请不超期的时间线。
1. The Core Principle: EAL Alone Is Not a Qualifying Need | 核心原则：仅凭非母语身份不构成申请理由
First-language status is not an impairment. Every major awarding body works from a needs-based model: an arrangement is granted because a candidate has a substantial and long-term difficulty that puts them at a disadvantage compared with other candidates, not because their English is still developing. Being in the process of learning English is explicitly excluded as a stand-alone justification.
母语身份本身不是障碍。所有主要考试局都采用"基于需求"的判定模型：给予某项便利安排，是因为考生存在实质性、长期性的困难，使其相较于其他考生处于不利地位，而不是因为其英语仍在发展中。"正在学习英语"被明确排除在独立申请理由之外。
The test boards apply has three limbs, and all three must be satisfied. First, there is a difficulty or condition. Second, the difficulty has a substantial adverse effect on the candidate's normal way of working in assessments. Third, the difficulty is long-term, not a temporary consequence of disruption, illness or a recent change of school.
考试局的判定包含三个要件，三者必须同时满足。第一，存在某项困难或病症；第二，该困难对考生在考评中的常规作答方式产生实质性不利影响；第三，该困难是长期性的，而不是由中断、疾病或近期转学造成的暂时性后果。
The practical consequence is uncomfortable but important. Two candidates with identical English proficiency scores can receive different decisions. One has dyslexia identified at age eight, a documented history of 25% extra time in previous schools, and a current assessment report. The other is simply a capable learner operating in a second language. Only the first has a case.
由此产生的实际结果虽不令人愉快，却很重要。两名英语水平分数完全相同的考生可能得到不同结论。一名在八岁时被诊断出阅读障碍，在之前学校有 25% 额外时间的书面记录，并持有现行评估报告；另一名只是在用第二语言学习的优秀学习者。只有第一名具备申请理由。
2. Who Qualifies: Recognised Categories of Need | 谁符合条件：被认可的需求类别
EAL candidates qualify through exactly the same routes as any other candidate. The recognised categories typically include:
EAL 考生与任何其他考生走完全相同的申请路径。通常被认可的类别包括：
- Specific learning difficulties: dyslexia, dyscalculia, dysgraphia, and disorders of written expression.
- 特定学习障碍：阅读障碍（dyslexia）、计算障碍（dyscalculia）、书写障碍（dysgraphia）以及书面表达障碍。
- Attention deficit hyperactivity disorder (ADHD) and executive-function difficulties meeting the threshold.
- 注意力缺陷多动障碍（ADHD）及达到判定门槛的执行功能困难。
- Autism spectrum condition and social communication difficulties.
- 自闭症谱系及社交沟通困难。
- Sensory impairment: vision or hearing loss, including unilateral loss.
- 感官障碍：视力或听力损失，包括单侧损失。
- Physical and motor difficulties affecting handwriting speed or endurance.
- 影响书写速度或耐力的肢体与运动困难。
- Medical conditions with a long-term impact: epilepsy, chronic fatigue, diabetes, sickle cell disease, inflammatory bowel disease.
- 具有长期影响的医学病症：癫痫、慢性疲劳、糖尿病、镰状细胞病、炎症性肠病。
- Mental health conditions where a clinician has documented an effect on examination performance.
- 临床医生已书面记录影响考试表现的心理健康问题。
- Speech, language and communication needs, and unusually slow processing speed documented by standardised testing.
- 言语、语言与沟通需求，以及经标准化测试记录的异常缓慢的信息加工速度。
Note the structure of the list. It is a list of impairments and conditions, not a list of learner profiles. A newly arrived EAL learner with no impairment has no entry point, however far behind the cohort they may appear on a reading test.
请注意这份清单的结构：它是"障碍与病症"清单，而不是"学习者画像"清单。一名新到校、无任何障碍的 EAL 学习者没有任何切入点，无论其在阅读测试中落后同年级多少。
3. The Regulatory Framework and the Deadlines That Matter | 监管框架与关键截止日期
For GCSE and A-level examinations delivered in England, Wales and Northern Ireland, the governing document is the JCQ publication Access Arrangements and Reasonable Adjustments, supported by the Equality Act 2010 duty to make reasonable adjustments. International qualifications operate under equivalent but separately published handbooks: Cambridge International's access arrangements and special consideration handbook, Pearson's access arrangements and reasonable adjustments policy, Oxford AQA's and the IB's access and inclusion policy.
在英格兰、威尔士和北爱尔兰实施的 GCSE 与 A-level 考试中，核心文件是 JCQ 的《Access Arrangements and Reasonable Adjustments》（考试便利安排与合理调整），并以《2010 年平等法》规定的合理调整义务为支撑。国际资格证书遵循同等的、但单独发布的手册：剑桥国际的考试便利与特殊考虑手册、培生的考试便利与合理调整政策、牛津 AQA 及 IB 的准入与包容政策。
Deadlines are not administrative decoration. Under JCQ procedures, applications requiring awarding body approval for the summer series must normally be submitted by 21 February in the year of the examination. Cambridge International and Pearson publish their own series-specific cut-off dates, which in practice fall weeks before the examination window. The IB typically requires access arrangement requests to be submitted through IBIS well before the session, commonly by mid-November for the following May examinations.
截止日期不是行政装饰。按 JCQ 程序，需要考试局审批的申请通常必须在考试当年的 2 月 21 日前提交。剑桥国际与培生各自公布按考季划分的截止日期，实践中都落在考试窗口前数周。IB 通常要求通过 IBIS 在考季前较长时间提交便利安排申请，五月考季一般需在前一年 11 月中旬前完成。
Always verify the current handbook, because thresholds, form numbers and dates shift annually.
务必核对当年最新手册，因为门槛、表格编号与日期每年都可能调整。
4. What 25% Extra Time Actually Means | 25% 加时到底意味着什么
Extra time is not a language bonus. It is a standardised adjustment, calculated arithmetically and applied uniformly. The standard allowance in most systems is up to 25% of the published paper time.
额外时间不是"语言加分"。它是一项标准化调整，按算术计算并统一执行。多数体系中的标准额度为试卷公布时长的最高 25%。
Additional time = T × 25% → Total time = T × 1.25
A 1 hour 30 minute paper becomes 1 hour 52 minutes 30 seconds of working time, normally recorded as approximately 1 hour 53 minutes. A 2 hour paper becomes 2 hours 30 minutes. The adjustment is calculated paper by paper, not for the session as a whole, and it is added to the published time rather than to any actual finishing time.
一份 1 小时 30 分钟的试卷变为 1 小时 52 分 30 秒作答时间，通常记作约 1 小时 53 分钟。一份 2 小时试卷变为 2 小时 30 分钟。该调整按每份试卷分别计算，而非按整场考试计算，且是加到公布时长上，而不是加到实际用时上。
Two cautions. First, extra time above 25% is exceptional and must be justified by evidence of a severe and specific need, such as a significant visual impairment or a documented motor condition. Second, extra time is not automatically the right adjustment. If the underlying difficulty is reading accuracy rather than speed, a reader or a computer reader may be the correct arrangement; if the difficulty is handwriting fatigue, a word processor may serve better than more time with a pen.
两点提醒。第一，超过 25% 的额外时间属于例外情形，必须有严重且具体需求的证据支撑，例如显著的视觉障碍或经书面记录的运动障碍。第二，额外时间并不自动就是正确的调整方式。若根本困难在于阅读准确性而非速度，那么使用读题员或电脑读题可能才是正确安排；若困难在于书写疲劳，使用文字处理机可能比用笔多写一会儿更有效。
Finally, the arrangement must be the minimum necessary to remove the disadvantage. Boards expect a rationale that matches the adjustment to the need, not a blanket maximum.
最后，便利安排必须是为消除不利影响所必需的最小限度。考试局期待看到"调整方式
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