ABSTRACT
This chapter focuses on stages of children's proficiency in English, some theory that relates to these and how teachers can take account of children's funds of knowledge about language and literacy in planning engaging classroom activities. It provides the term English as an additional language is used because this is the convention in UK classrooms. The chapter also provides the term English language learners (ELLs) which is common among practitioners in the US and elsewhere. The work of Jim Cummins does a great deal to make clear for teachers how ELLs develop language and literacy and, therefore, how best to support them. ELLs who have developed some beginner confidence in using English for speaking and writing will need explicit support with their understanding at word, sentence and text levels. The chapter utilizes the term 'linguistically responsive teacher' to describe practitioners who aspire to teach their ELLs successfully.
