ABSTRACT
We begin this chapter by briefly conceptualising what Early Years education has meant and currently means for children with EAL including the emphasis on Standard English, as this sets the context for how provision and practice has changed over time. Following this, there is an overview of the educational responses towards immigrant children in England that have taken place over the last fifty years as this helps to explain the context of the position of children in Early Years. Next, is an exploration of various policies and approaches that have been implemented to contextualise the interpretations of children with EAL through policy changes in England, as these frame the assumptions of politicians and educators which in turn influences provision and practice. The discussion then moves onto critiquing these approaches followed by what the current EYFS framework (DfE, 2017) means for children with EAL. We argue that the perceptions of practitioners are powerful tools in developing children’s own attitudes and for children with EAL because this can mean that they may have negative attitudes towards their own linguistic and cultural background. Therefore, it is vital for children with EAL not to feel that there is something wrong with them for having a different home language or a different home culture which is why inclusion through social justice is the next focus. Finally, we conclude with a range of strategies in Early Years to help make the educational learning environment more inclusive for children with EAL.
Key words: perceptions, assimilation, withdrawal, inclusion, environment
