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

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.