ABSTRACT
This chapter explores inclusion and English as an Additional Language (EAL) and examines language acquisition. It analyses some strategies for supporting children with EAL and their inclusion in school and Early Years settings. The chapter describes established theories, research articles and primary research in two different primary school settings to consider strategies that practitioners and teachers can adopt to include and support children who are learning EAL. It also explores strategies to create an inclusive learning environment where all children's language skills can be developed. The needs of children with EAL differ enormously due to their varying levels of second language acquisition and therefore settings need to be prepared to offer differentiated support. However, support can be expensive for schools to implement and the issues surrounding funding for children with EAL can be complicated and contentious.
