What is English as an additional Language (EAL)?
References:
 Inclusion Development programme
Supporting children with speech, language and
communication needs: Guidance for practitioners in the
Early Years Foundation Stage.
(Department for children, schools and Families)
 Supporting Children Learning English as an additional
language
(Department for children, schools and families).
You may find that you have an increasing number of children
starting at your setting for whom English is not their first
language. These children are considered to have EAL (English
as an additional language). Some of these children may have
had some exposure to English through family or toddler
groups, but for others, entering your setting may be the first
real experience they have of English.
Points to Remember
 Bilingualism should be considered an asset and a child’s
first language plays a significant role in the development of
their identity, their learning and a child’s ability to acquire
an additional language.
 If a child is developing their first language normally, they
should have little difficulty acquiring a second language.
 Children learning a second language may be silent for a
period of time after entering a setting. The child will need
time to tune in and develop an understanding of English
words, before they will feel confident to use them.
 A child is likely to understand a lot more then they can
express to start with.
 It is estimated that it may take up to two years for a child
learning English as an additional language to become a
fluent, confident speaker.
 These children do not require a referral to speech and
language therapy
Points to remember
So what can I do to support these children??
These children need to be immersed in a language rich
environment. They will benefit from all the general good practise
strategies that you are providing for all children in your settings:
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Visual cues and visual timetable
Keeping your language simple
Modeling of words linked to activities
Commenting on what the child is doing.
Building confidence and not pressurising the child to speak.
 Children with EAL are no less likely than monolingual
children to have speech language and communication
needs in their first and any subsequent languages.
 If difficulties are reported in the child’s first language,
referral to the speech and Language Therapy service
should be considered, to assess the child’s language skills
in their first and additional languages. This may need to
done through an interpreter.
So how can I support these children within the setting??
You may also want to contact Erica Milsom (DEMAS) who can
offer further advice about ways to promote the development of
English in your setting.
You can support these children like you would any child with
speech and language difficulties. Make sure that the good
practise strategies (mentioned above) are in place and that all
staff are using them. Other things that are important are:
EAL and Speech and Language difficulties
How do I recognise speech and language difficulties in
children with EAL?
Children who are experiencing problems in developing their first
language as well as subsequent languages can be considered as
having particular speech and language needs. This is because
the difficulties they are experiencing are affecting how the child
develops any language.
The best way of establishing if a child has particular speech and
language needs is to ask their parents about the child’s skills in
their first language.
 Keep languages separate – speak to the child in English
in the setting and the parents can then use their first
language at home. This avoids confusion for the child and
helps them to separate the languages in their head.
 Maintain good communication with the parents. You will
need to think carefully about how you will do this. Is there
a family member who speaks English who can be your
point of contact? If this person doesn’t bring the child to
the setting, a home-school book can help communication.
Sometimes there may be a member of staff in your setting
who speaks the family’s home language and they may be
able to facilitate discussions.
 Liaising with your Speech and Language Therapist who
can advise you of targets and particular strategies to
support the child.
Recognising Speech and Language
Difficulties in Children with English as
an additional language.
Speech and Language Therapy Services
Eldene Health Centre
Eldene
Swindon
SN1 1ED
Tel: (01793) 439960 Fax: (01793) 439963
BL/GIP/EAL/11/09/08.