Supporting children with English as an additional language in the Early Years Foundation Stage (UK): meeting the challenges

Joy Chalke

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Multilingualism and bilingualism are not new features in the world of education, or in the literature, policy and practice associated with the area. However, there is evidence that the numbers of children entering UK pre-schools, nurseries and schools whose first language is not English is on the increase, and these children and families are no longer restricted primarily to urban areas where ethnic populations have historically migrated. In 2005, children entering education designated as having English as an Additional Language (EAL) had risen by 35 per cent since 1997. This growth is forcing an examination of constructs and ideas about in engaging and supporting these children and their families.
Original languageEnglish
Title of host publicationEarly childhoods in the global south
Subtitle of host publicationlocal and international contexts
EditorsJacqui O'Riordan, Deirdre Horgan, Shirley Martin
Place of PublicationOxford
PublisherPeter Lang International Academic Publishers
Pages255-269
ISBN (Print)9783034308793
Publication statusPublished - 2013

Fingerprint

Dive into the research topics of 'Supporting children with English as an additional language in the Early Years Foundation Stage (UK): meeting the challenges'. Together they form a unique fingerprint.

Cite this