EAL in the Spotlight: A Long-Overdue Shift for Inclusive Practice

In classrooms across England, a quiet but significant shift is beginning to take hold: for the first time in many years, school inspections are placing renewed emphasis on how pupils at the early stages of learning English are supported.

For those of us who have worked in EAL (English as an Additional Language) for decades, this feels less like a new direction and more like a long-awaited correction.

With over 25 years of experience in education, now working in the United Kingdom as a mathematics specialist, and holding a Master’s in Education from the University of Exeter, I bring both professional expertise and lived perspective to this discussion.

Having grown up in Transylvania, a region shaped by Romanian, Hungarian and Saxon communities, I experienced multilingualism not as an exception, but as an everyday reality. Before even starting school, I already spoke two languages at home. Alongside this lived experience of bilingualism, I later studied French and English as academic subjects during my education.

Today, as co-founder of EDUART C.I.C., a multilingual and inclusive educational centre, I continue to support children who speak English as an additional language, as well as families who want their children to remain connected to their language, culture and identity.

Recognising Strength, Not Deficit

One of the most encouraging aspects of this renewed focus is the growing acknowledgement that EAL learners already bring linguistic resources to the classroom. They are not starting from nothing.

Yet historically, they have too often been viewed through a deficit lens, as if English acquisition were the only measure of ability.

Multilingualism is a strength. Pupils bring cultural awareness, cognitive flexibility and rich linguistic knowledge that can enhance learning for everyone.

When high expectations are consistently present, multilingual learners are far more likely to thrive academically and socially.

Culture, identity and community are not peripheral themes here, they sit at the heart of effective EAL practice. Language learning is inseparable from who children are, where they come from, and the communities they belong to.

This connection deserves to be recognised, not side-lined.

Assessment: Seeing Beneath the Surface

Accurate and ongoing assessment of English language proficiency is essential for effective teaching. However, this extends far beyond conversational fluency. Many pupils can appear confident in everyday interaction while still facing significant challenges with academic language.

As a maths specialist, I have frequently seen pupils who clearly understand complex concepts but struggle to express their reasoning due to limited subject-specific vocabulary. This is not unique to EAL learners, many children whose first language is English experience similar difficulties.

Mathematical language is precise, and without explicit attention to it, pupils can find it hard to articulate their thinking clearly. Without careful assessment, this gap is easily misinterpreted as a lack of understanding.

The Role of Talk in Learning

Language develops through use. Classrooms should therefore provide structured, purposeful opportunities for pupils to speak, rehearse and refine their language.

In mathematics, this can include sentence stems to support explanations paired and small-group discussion explicit modelling of mathematical vocabulary.

Talk is not an add-on to learning, it is central to it.

Vocabulary: Opening the Door to the Curriculum

Vocabulary development is key to curriculum access. Words become meaningful when they are explicitly introduced, revisited and used in authentic contexts.

In mathematics, many terms carry meanings that differ from everyday usage. Words such as difference, table or factor can easily lead to misunderstanding without clear explanation and careful planning.

When addressed intentionally, however, these barriers can be significantly reduced.

Reading and Phonics as Foundations

Reading remains a cornerstone of English language development. Phonics supports early-stage learners, while access to rich, age-appropriate texts sustains engagement and progression across all stages.

For older learners who are new to English, it is essential to provide materials that are both linguistically accessible and developmentally appropriate. Respecting age while supporting language acquisition has a powerful impact on motivation, confidence and identity.

Looking Beyond Early Acquisition

While the renewed focus on early-stage learners is welcome, there is a risk that a narrow lens overlooks those further along in their journey.

Academic language develops over time, and many EAL pupils, including those born in the UK, continue to need structured support to fully access the curriculum.

EAL is most effective when it is not treated as a separate intervention, but embedded within wider approaches to inclusion, teaching and school development.

A Personal Reflection

Through my work within the English education system and EduArt, I have come to understand more deeply the aspirations of parents and families.

Alongside academic success, there is a strong and consistent desire for children to remain connected to their home language, culture and identity.

Language is not simply a tool for communication, it is closely tied to belonging, confidence and self-understanding.

Growing up in a multilingual environment, I experienced this connection first-hand. Developing English alongside maintaining my first and second language strengthened both my learning and my sense of identity, helping me to value my multilingual background as an asset rather than a barrier.

From Policy to Practice

With over 1.77 million EAL learners in England, multilingual classrooms are now the norm rather than the exception. This renewed focus within inspection frameworks represents a meaningful step forward in a context where EAL provision has not always received consistent or sustained attention.

However, the real impact of this shift will depend on how it is understood and embedded in everyday practice.

Effective provision requires skilled, informed and reflective teaching leadership that actively values inclusion and multilingualism a whole-school approach that recognises and supports linguistic diversity.

This is not about isolated interventions. It is about the quality of everyday classroom experiences.

Moving Forward

This renewed attention to EAL offers an important opportunity to rethink practice in ways that are more inclusive, responsive and effective, not only for multilingual learners, but for all pupils.

The challenge now is ensuring that this moment leads to lasting change. A change where language, identity and community are not peripheral considerations, but central to how we understand learning itself.

When schools recognise this, they do more than support English acquisition, they create environments where every child’s voice, background and potential are genuinely valued.

— Insights from Author: Cristina Z, Teacher and Co-Founder of EDUART C.I.C., a non-profit dedicated to innovative education and youth training