English as an additional language (EAL) for Early Years

Supporting Children with English as an Additional Language (EAL) in the Early Years

Supporting children with EAL in the early years is a critical aspect of creating an inclusive and nurturing learning environment. Early years practitioners play a pivotal role in helping children develop language skills, build confidence, and integrate smoothly into early years settings.

Here is a One Minute Guide to EAL in the early years (PDF, 110 KB) which is a summary of EAL, key strategies you can use and where to go for support. The following pages in this section then offer a comprehensive guide on how you can best support children with EAL, including definitions, nationally available resources, Norfolk-specific support, and actionable tips.

English as an Additional Language (EAL) refers to children who are learning English in addition to their first language(s). These children may come from a wide range of linguistic backgrounds and might be fluent in one or several languages other than English. For early years practitioners, understanding the needs of EAL learners is vital to promoting their development and well-being.

It's important to note that EAL children are not necessarily behind in their cognitive development; they are simply developing proficiency in a second or additional language. With the right support, they can thrive just like their peers.

The National Association for Language Development in the Curriculum (NALDIC) provides extensive research, resources, and case studies related to supporting EAL learners across all educational settings.

The Bell Foundation offers a range of training courses for teachers and Early Years educators  to support EAL learners. Their resources are designed to help educators create inclusive classrooms where every child can thrive.

Nassea provides resources and training for educators working with EAL children.

Nassea's EAL Assessment Framework helps professionals track and support the language development of bilingual children.

Government Guidance: The UK Government offers various resources and guidance documents for supporting children with EAL. These include strategies for developing language skills and improving school readiness.

EYFS Framework: Practitioners should refer to the Early Years Foundation Stage (EYFS) statutory framework, which outlines the best practices for supporting all children, including those with EAL, through a play-based curriculum. The framework promotes the development of communication and language in the early years.

Birth to 5 Matters: Guidance to help understand the steps to success for children with EAL in the early years.

Tiny Happy People is a BBC initiative that supports parents and carers in developing their children's language and communication skills through fun, simple activities. They offer free training sessions for early years practitioners to help them use these resources effectively.

Ofsted plays a key role in ensuring that Early Years settings are equipped to support EAL learners. They assess how well settings help children with EAL make progress in language and communication. Understanding Ofsted's expectations can help practitioners provide better support.

Norfolk County Council (NCC) offers tailored support for children with EAL in the early years through local educational teams and resources. Here are some key supports available in the region:

NCC's Early Years and Childcare Team provides guidance, training and resources to support practitioners working with children with EAL. The team works closely with early years settings to ensure staff are equipped to meet their children's diverse needs. To speak to an Adviser, email the Early Years Advice Line or call 01603 222300 opt. 3. 

EAL Training sessions are hosted online for early years practitioners. These courses cover strategies for supporting communication and language development in children with EAL and creating culturally responsive learning environments.

NCC's EAL Advisory Team has developed a toolkit for schools* focussed on EAL. The aim of the toolkit is to provide guidance around a whole school approach to supporting children and young people with EAL to feel welcome, safe and valued as well as providing step by step guidance on how to support children and young people appropriately who are identified as having EAL.

*Although the toolkit has a school-based focus many of the ideas and information may be beneficial to early years settings.

Here are some practical strategies and top tips for early years practitioners to effectively support children with EAL:

1. Create a welcoming environment

• Celebrate linguistic diversity by incorporating children's home languages into displays, labels, and activities; including resources that reflect them e.g. multicultural dolls, food items etc.
• Offer visual aids and multilingual signs to help EAL children feel comfortable and included.
• Encourage children to use their home language alongside English. Dual-language books and storytelling can be beneficial.

2. Focus on communication, not just language

• Use non-verbal communication, such as gestures, facial expressions, and body language, to support understanding.
• Use props, pictures, and real objects to convey meaning and support children's comprehension.

3. Engage families

• Work closely with families to understand the child's linguistic background. Encouraging parents to continue using the home language will help maintain a strong foundation for learning English.
• Share resources with families, such as translated materials or multilingual resources, that can aid in their child's development at home.
• Use Interpretation services such as Language Line to effectively communicate with families.

4. Be patient and encourage social interaction

• Allow children time to adjust and do not rush them to speak English. A "silent period" is a normal part of language acquisition.
• Pair EAL children with peers who can help them integrate and socialise. Peer modeling is a powerful tool for language development.

5. Plan for individual needs

• Tailor activities to match the child's language level. For example, if a child is still in the early stages of learning English, focus on familiar activities with repetitive language.
• Incorporate songs, rhymes, and stories that use repetitive phrases and patterns to support language learning.

Understand the Child's Background: Knowing the child's home language and cultural background is the first step to providing appropriate support. Use a language assessment tool to capture progress.

Embrace Multilingualism: Valuing and integrating the child's first language(s) into the learning environment benefits their development and increases cultural capital for all children. Use Interpretation to communicate with families.

Incorporate Visuals and Interactive Learning: Children with EAL often learn best through play, repetition, and interactive experiences.

Ongoing Training: Stay up to date with the latest strategies and resources through national and local training opportunities.

By fostering a supportive, inclusive environment, early years practitioners can ensure that children with EAL flourish both linguistically and socially, setting them on a path for success in school and beyond.

This content is designed to provide early years practitioners with actionable insights, valuable resources, and the confidence to support children with EAL effectively in settings.

If you require further advice and guidance email the Early Years and Childcare Team or call 01603 222300 opt. 3.

What is Language Line?

Language Line is a telephone interpreting service that helps individuals who don't share a common language to speak to each other. An interpreter converts the spoken language from one language to another, enabling listeners and speakers to understand each other. Language Line uses professional qualified interpreters ensuring both parties are able to communicate their needs clearly.

Why we sometimes need to use professional interpreters

If it is clear an interpreter is required, then it is strongly recommended a professional interpreter be used. Failure to provide, or failure to provide the right standards of interpretation, could lead to worse outcomes and ultimately higher costs for both service users and your organisation. Research shows using friends, family members (it is always inappropriate to use children) or untrained/unqualified interpreters often risks compromising accuracy, misinterpretations, neutrality, omissions, additions and may result in breaches of confidentiality.

How much does it cost and how do I access it?

This service is funded by Norfolk County Council's Early Years and Childcare team for all early years providers in the private, voluntary and independent sectors, including childminders.

If you would like to use Language Line please email csearlyyearsadviceline@norfolk.gov.uk

Information you will need when using Language Line

• Access code - available from Early Years and Childcare
• Name of your organisation
• Your name and language needed
• Your clients telephone number, if they are not with you
• Context of the conversation

How to use the telephone interpreting service

If the non-English speaker IS with you:

1. Dial 0800 169 2694
2. Give ID code and organisation name to operator
3. Request language
4. Non-English speaker connected to interpreter

If the non-English speaker is NOT with you:

1. Dial 0800 169 2694
2. Give ID code and organisation name to operator
3. Request language
4. Give non-English speaker's phone no. to operator
5. Operator calls non-English speaker
6. Non-English speaker connected to interpreter

Following any use of this service you must let Early Years and Childcare know the duration time of any conversations as Language Line charge per minute.