Working with children and families who speak English as an Additional Language (EAL) is a rewarding and vital part of Early Years provision.
While new practitioners may feel concerned about meeting the needs of children who are emerging bilinguals, understanding the process of language acquisition and employing supportive, inclusive strategies can make all the difference.
This guide, based on the steps of language learning and current best practice, outlines the learning journey and offers practical support tips for Early Years Practitioners.
The EAL Learning Journey and Updated EYFS Requirements
Learning an additional language is a process that takes several years and is unique to each child.
Initial Understanding:
It can take up to three months for a child entering a new setting to begin to understand the new language.
Conversation Skills:
It may take around two years before a child can hold a conversation.
Full Cognitive Understanding:
Achieving full cognitive understanding of the new language can take up to seven years (based on research by Jim Cummins).
Important to Remember:
Children learning EAL may:
- Go through a silent period
- Mix words from both languages
- Make many grammatical errors
These features are normal when acquiring a new language and do not necessarily indicate a language delay.
The Current Legal Requirement (EYFS Statutory Framework)
The Early Years Foundation Stage (EYFS) Statutory Framework sets out two key responsibilities for providers regarding EAL children:
1. English Language Development
Providers must ensure children have sufficient opportunities to learn and reach a good standard in English language during the EYFS, ensuring they are ready for Key Stage 1.
2. Home Language
When assessing a child’s progress, practitioners must assess their skills in English.
If a child does not have a strong grasp of English, providers must explore the child’s skills in the home language with parents/carers to establish whether there is cause for concern about language delay.
It is worth noting that while older guidance stated providers must offer opportunities for children to use their home language in play, the updated statutory text has changed this to may.
However, best practice strongly dictates that supporting the home language remains crucial for positive outcomes.
The Critical Role of Mother Tongue
The guidance and research are unequivocal: being bilingual carries social, cultural, and cognitive advantages.
Home language development is critical to and supports learning English as an additional language.
The process of learning two or more languages is exactly the same as learning one, and bilingualism is a learning achievement, not a learning difficulty.
A Word of Warning:
Do not advise parents to only speak English at home, especially if it is their weaker language.
This can delay or disrupt the foundation needed for the second language to flourish.
The Three Steps of English Language Acquisition
The learning journey is generally broken down into three phases:
Step One: New to English (Silent/Non-Verbal)
| Phase | What a Child May Do | What Practitioners Can Do |
| Early | Go through a silent stage, but are actively learning by watching, listening, and exploring. | Don’t pressure the child to speak; communicate using smiles, gestures, and eye contact. Use short, simple sentences—a running commentary during play. Use visual cues (photos, Makaton, gestures). |
| Middle | Follows one-step instructions. Uses one-word utterances (often nouns) to communicate different functions. | Help them understand simple routine phrases (e.g., “Time to tidy up”). Model and extend their language (e.g., Child: ‘Doll’. Adult: ‘Yes, the doll is sleeping’). |
| Late | Begins to construct their own short phrases, often omitting function words (e.g., ‘me bike garden’). | Accept all speech and remodel phrases without criticism (e.g., ‘Yes, you can go to the garden and have a bike’). Use stories with strong visuals and repeated refrains. |
Step Two: Becoming Familiar with English
Understanding:
Begins to respond reliably to two-step instructions.
Speaking:
Shows increased confidence, using simple sentences and extended phrases.
Sentences won’t be accurate, as they prioritise communicating meaning.
Support Tips:
Provide lots of non-threatening opportunities for talk, such as in role play.
Model correct language structures (e.g., “I am pouring the tea and then I will stir it.”)
Step Three: Becoming Confident as a User of English
Understanding:
Listening stamina is similar to peers, and they begin to respond to open-ended questions.
Speaking:
Uses longer, grammatically correct sentences and can retell events in a connected narrative when the content is familiar.
Support Tips:
Use sequencing language (“first… next… last”) during activities like cooking or construction.
Share stories and discussions to expose the child to more complex vocabulary.
Practical Ways to Enhance Bilingual Development
Early Years settings have an important role in enabling bilingual potential, particularly through partnership and environment.
Partnership with Parents
Working in partnership with parents is critical.
Find out as much as possible about the child’s home language and cultural heritage.
The Key Person Role
Practitioners in a key person role must engage young children by being responsive.
Model language in situational contexts by offering a running commentary during play and following the child’s interests.
Creating an Enabling Environment
- Create language-rich and communication-friendly environments.
- Employ bilingual staff where possible.
- Provide resources that specifically encourage stimulating conversation and reflect the child’s home culture.
- Make dual language books and signs available.
By celebrating and supporting a child’s home language, we build the strongest foundation for their success in English and ensure they are ready to thrive as they transition to school.
