English as an additional language (EAL) for Early Years

This section considers the ways in which practitioners can support children's understanding and communication by using every day routines, objects and visual prompts. Also included is information on the early stages of learning English.

English and the home language

These days it is not unusual for EAL children to join early years settings. This means that children are learning one or more languages at home with their parents and adding English to these at their place of learning and in the wider community. Their level of language learning will be dependent on many factors as will their level of English.

The child's first language needs to be valued as research shows that it provides a foundation upon which subsequent languages can be built. The importance of this needs to be communicated confidently and sensitively to parents. This ethos is embedded in the EYFS statutory framework (opens new window). Continued use of the home language can also provide key assessment information while English learning is at an early stage.

Early stages of learning English

As a practitioner you may experience some or all of the following when working with children who have English as an Additional Language.

Continued use of home language

A child continues to use their home language within a setting assuming that others can understand.

Silent or non-verbal period

Many EAL children who are at an early stage of learning English go through a 'silent period' when they first enter an unfamiliar setting. During this time, children will be watching, actively listening, and exploring their environment to understand new experiences and to develop new meaning. They will be trying to relate previous knowledge to new contexts. It is important that children should not feel pressurised to speak until they feel confident enough to do so. However, it is essential that adults continue to talk to children to model speech, support nonverbal responses and engage them in activities. These strategies will help children internalise the language they hear and develop a sense of pattern, meaning and a range of language functions. During this time, children may begin to use non-verbal gestures as a response to a question or to indicate need. It is important to remember that understanding of language is in advance of spoken language.

Single words, phrases and routines

As with all children language development will occur at different stages. Children may begin to echo single words, labelling common objects, eg scooter, cup, water based on needs and wants. They may also start to echo short commonly used phrases, good morning, my turn. All attempts at speech should be encouraged and praised.

Children may begin to join in with familiar stories' refrains - "I'll huff and I'll puff and I'll blow your house down", repetitions - "Oh no, you can't go under it, you can't go over it", and actions songs.

Continued progress

Children will continue to use extended phrases or simple sentences which contain small errors in the use of plurals, tenses, personal pronouns etc, eg "my go to toilet". The adults' role is to unpack the meaning behind the phrase: does it mean, "can I go to the toilet", "I've been to the toilet", "I want to go to the toilet". Best practice would be for the adult to recast the language eg "do you want to go to the toilet", "I want to go to the toilet", "can you show me where it is", or "you went to the toilet, well done". By recasting the language you are providing the child with the correct model of language use. The emphasis should be on the communication of meaning and children will develop more control in their use of functional language and although small errors in the use of tenses, word endings and plurals will continue for some time children will begin to understand the use of different grammatical structures in English, which may be different to their home language.

How practitioners can help

There are number of strategies for supporting the development of language but it is vital to ensure that all progress is encouraged and praised accordingly. Children will be watching and listening to others around them so it is important to support talk with visual cues to help convey meaning.

Strategies can include:

• Use gestures, visual prompts and props to accompany the spoken word
• Speak clearly and not too quickly but do not shout
• Model target sounds or words and use lots of repetition
• Make sure names are pronounced correctly by all
• Avoid correcting children, rephrase and model speech instead
• Learn some phrases in child's home language
• Identify how activities can support language learning opportunities when planning
• Provide opportunities for sharing books with repetition
• Use songs and rhymes to provide opportunities for joining in, at whatever level
• Ensure role play areas and resources reflect the various cultural backgrounds of the current cohort of children
• Consider sharing bilingual expertise between other settings