{"id":534,"date":"2021-10-06T16:51:12","date_gmt":"2021-10-06T15:51:12","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/?page_id=120"},"modified":"2026-03-23T18:25:31","modified_gmt":"2026-03-23T18:25:31","slug":"english-as-an-additional-language-eal","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/english-as-an-additional-language-eal\/","title":{"rendered":"English as an Additional Language (EAL)"},"content":{"rendered":"
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English as an Additional Language (EAL)<\/span><\/h1>\n

Resources \uf0ad<\/span><\/span><\/strong><\/a><\/p>\n

What is it?<\/h3>\n

\u201cFor many bilingual learners, including UK born children, their first real contact with English is when they enter nursery. Where a language other than English has been spoken at home, the bilingual child is suddenly moving to an environment where they are encountering not only a language possibly unfamiliar to them, but also different cultural and social expectations.<\/cite><\/p>\n

It is important to remember, that although new to English, bilingual children bring with them a rich and highly developed linguistic knowledge which provides strong foundations and transferable language skills. These are imperative when learning a new language. Research from across the globe unequivocally endorses the importance of speaking, developing and maintaining the home language and the vital role this plays in second language acquisition.\u201d<\/cite><\/p>\n

(English as an Additional Language Service: Supporting Young Bilingual Learners Across the Scottish Borders,<\/a> p.3)<\/p>\n

“Children who frequently operate in more than one language are likely to develop a deeper understanding of how language works, enhancing their literacy skills throughout their lives as they transfer knowledge between the language systems.\u00a0 Children will develop the languages they will eventually use in different ways, from different influences, and at different times.\u00a0<\/cite><\/p>\n

Some children are bilingual from birth; others acquire second (or more) languages later in life.\u00a0 Their experiences are different.\u00a0 The age, environment in which they learn, and the adults’ attitudes to both their first language and to their additional language acquisition play a crucial role in their experience.”<\/cite><\/p>\n

(Flynn, 2008; cited as Marsh and Hallet, 2008)<\/p>\n

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Key messages:<\/h3>\n