ABSTRACT
This chapter explores: what is meant by the terms 'bilingualism' and 'English as an Additional Language (EAL)', the links between language and identity, how children acquire additional languages, and practical guidance on inclusive practice when supporting bilingual learners. It explores what it means to be a bilingual learner in an English school that is, a learner with English as an additional language to their first language or languages. The chapter considers how language and personal identity are inextricably linked and explore ways that classroom practitioners can provide inclusive and enabling environments for all children to flourish in. It considers when designing an inclusive setting where all learners can work alongside one another and where language difference can be celebrated. EAL learners should not, however, be considered as one homogenous group with similar experiences or needs. On the contrary, they are individual children operating in a diverse group with many different backgrounds and requirements.
