Around one in five children in England are identified as having EAL. While research shows these children often catch up or even surpass their peers in language and literacy by the end of primary school, they may initially need targeted support to help them settle, understand routines and communicate their needs. As practitioners, our goal is to create inclusive, language-rich settings where every child’s voice is valued and heard regardless of their first language.
What the EAL research tells us
The Bell Foundation found that 61.5% of children learning EAL achieved the expected level in Communication and Language at the end of the EYFS, compared with 76.5% of their monolingual peers. These figures highlight that, while EAL children bring huge potential, they may also require more tailored support in the early years to bridge initial language gaps. Government guidance from emphasises that multilingualism should be viewed as a strength, not a challenge, and children benefit from “learning opportunities that are not dependent on the child’s English ability.” (See help-for-early-years-providers.education.gov.uk)
It’s also important to distinguish between a child having EAL status and their English language proficiency. A large study published by the Education Policy Institute (2023) found that proficiency in English, rather a classification of EAL, is what most strongly predicts academic outcomes. This means we need to monitor and observe how well children understand and use English, rather than assuming an ability from labels alone.
It is also crucial to maintain and value the home language. The Early Years Alliance explains that a strong foundation in a child’s first language helps develop thinking skills, memory and future literacy in English. Bilingualism actually supports brain flexibility and can enhance long-term learning outcomes.
Practical EAL strategies for early years practitioners
The best support for EAL children comes through warm relationships, clear communication and daily exposure to meaningful language. Here are some evidence-based strategies you can use in your setting:
- Value and build on home languages
Encourage families to continue speaking their home languageto their child at home. Invite parents to share songs, greetings or stories in their own language, and display these in your setting. Use dual-language books, songs and rhymes to show that all languages are celebrated.
- Create a language-rich environment
Label areas and objects in both English and children’s home languageswhere possible, using photos or pictograms. Include culturally diverse displays, books and toys that reflect your children’s backgrounds, depending on the number of different languages that you cater for, but try to be as inclusive as possible.
- Use visual and contextual cues
Visual timetables, photos of routines and gestures can help children understandwhat is expected of them. Demonstrate rather than just explain if possible and combine spoken words with gestures, such as a shake of the head whilst saying, “No”, or a beckoning hand gesture saying, “Come this way.”
- Model and repeat language
Use short, clear sentences with lots of repetition. Emphasise key words, slow your speech slightly and use natural gestures. If a child saysa simple phrase such as, “me hungry”, expand it to “Yes, I’m hungry too and we will eat soon” to model new vocabulary.
- Encourage peer interaction
Pair new EAL children with supportive peers who can model English naturally.With toddlers, they will all be learning vocabulary and language but small-group play and songs are especially effective for encouraging participation without children feeling under pressure.
- Respond to all communication
Some children experience a “silent period” of observation before they start speaking Englishwhich can last for several weeks or months. This is normal as children become accustomed to the new language. Continue to engage them, smile and respond to any gestures or eye contact they give so they feel secure and understood when they do try to communicate. Praise their efforts and avoid over correction.
- Use music, rhyme and rhythm
Songs, finger plays and rhymes are wonderful tools for developing listening and pronunciation skills.The repetition and melody in songs and rhymes also help children remember new words and builds their confidence with simple phrases.
- Involve parents as partners
Parents are vital in supporting language learningbut remember that English may be a language that they are still learning too. Keep your communication open through translated newsletters, interpreters or bilingual staff when possible. Encourage parents to talk, read and play in whichever language they feel most confident in.
- Provide targeted small-group sessions
Some childrenbenefit from short, structured small-group time focused on simple vocabulary, storytelling and play. Use familiar props and repeat key language over several sessions. Most children will pick up English quickly, but targeted support allows for individual support and attention.
- Celebrate multilingualism
Create an “Our Languages” wall showing where each family’s language is spoken around the world.This helps create an inclusive atmosphere, so children feel welcome. Celebrate cultural festivals from children’s home countries, as this boosts their self-esteem and helps all your children appreciate the diversity which surrounds them.
Common challenges
EAL children are not a homogeneous group. Their experiences, home language exposure, and level of English on arrival will vary widely. Newly arrived children may face cultural adjustments alongside language barriers. Some may have had limited access to early education, faced trauma, or may be adapting to new routines and foods. Providing a familiar key person and consistent daily structure can make a huge difference to their sense of security.
If a child remains very quiet in English, this doesn’t necessarily mean there is a language delay. A “silent period” can last up to six months as they observe, listen and build understanding. Continue to model language and provide opportunities for communication through play, gestures and non-verbal interaction.
Finally, be cautious about confusing language acquisition with special educational needs. If there are concerns, monitor and gather observations over time and consult with an EAL specialist or Speech and Language Therapist who understands multilingual learners.
Guidance on EAL from “Birth to 5 Matters” provides clear descriptions of language acquisition, and recommendations to follow.
