ABSTRACT
This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book looks at what philosophers and theorists perceive about the way in which children learn best, and how their ideology can be linked to meet the needs of children with English as an Additional Language (EAL) to ensure they make progress. It explores the educational regime that children with EAL have had in the past and currently have, and the factors that have influenced this and also looks at the impact of various policies and educational acts that have informed the way in which education for children with EAL is perceived and translated into provision and practice. The book aims to reconceptualise what is meant by the term EAL and the associated debate with terminology. It investigates a range of language learning theory which is essential for all practitioners working with young children.
