ABSTRACT
In this chapter, the authors consider what ‘English as an Additional Language’ means for children and their teachers. They explore the complexities and variation within this and consider the impact on the child at different stages of language acquisition. The chapter seeks to support and develop practice by suggesting research-informed approaches and classroom strategies to base planning on, and also to provoke reflective thinking and develop the educational philosophy of inclusive teachers. They draw on the voices and experiences of student teachers whilst planning to support learners for whom English is an additional language. Bilingualism roughly translates as ‘living in two languages’; this means that language is inextricably linked to social and cultural identity. The barriers experienced when learning a second language may affect the child’s sense of identity and self-esteem.
