Supporting children who are learning English as an additional language is everyday work for every practitioner, not a specialist add-on. This EAL early years course explains how young children pick up a new language, why a long silent phase is usually a healthy sign, and the practical strategies that help a child understand, join in and feel they belong long before their English arrives.
It also tackles the two things settings most often get wrong: advising families to drop their home language, and confusing typical EAL development with a speech, language and communication need.
Why EAL support matters in the early years
A child’s home language is the foundation English is built on. Concepts learned in one language transfer to another, and bilingualism does not delay or damage language development. The home language is also the language of comfort and family. When a setting ignores or discourages it, some children stop using it altogether, and that loss is hard to reverse. Well-meant advice to “switch to English at home” gains the child nothing in English and costs them a great deal.
The EYFS statutory framework requires providers to give children with EAL opportunities to develop and use their home language in play and learning, while also making sure they have enough opportunities to reach a good standard of English. It is a both/and requirement, not a choice. Communication and language is a prime area, and for a child with EAL it includes everything they know in every language.
What’s in the course
- How young children acquire additional languagesSimultaneous and sequential bilingualism, how the learning happens, and the myths that cause harm.
- The silent phase and typical stages of EAL developmentThe four typical stages, what the silent phase is, and how to support a child through it.
- Valuing home languages and cultural capitalWhy home languages matter, avoiding the “tourist” approach, and learning key words from families.
- Practical strategies for communication and inclusionVisual support, adapting your talk, the home language as a bridge, safety and whole-team consistency.
- Working in partnership with families with EALFinding out, communicating clearly, using proper interpreters and reinforcing the home language.
- EAL or SLCN? Telling the differenceLooking across all the child’s languages, signs that warrant a closer look, and what to do when unsure.
- Assessment10 questions. Pass mark 80%. Resit as many times as you need.
What you’ll learn
- The four typical stages of sequential EAL development: home language use, the silent phase, formulaic language and productive language
- Why a silent phase lasting weeks or many months can still be normal, and why you never pressure a child to speak
- How to ask questions a child can answer with a point, a nod or an action
- How to expand rather than correct, so “dog run” becomes “Yes, the dog is running fast”
- Which ten key words to learn from families, from hello and goodbye to toilet, drink and sleep
- Why safety warnings called across a room are not enough for a child new to English
- Why you should never use a child or older sibling to interpret serious or safeguarding conversations
- Why difficulties must show up in all a child’s languages before SLCN is suspected, and why hearing should always be checked early
Who this course is for
- Key persons and practitioners working with children learning English
- SENCOs deciding whether a child with EAL needs SEND support
- Managers and room leaders shaping settling-in, parent communication and inclusion
- Staff who talk to families at registration and handover
How it works
- OnlineStudy on any device and pick up where you left off.
- 6 short lessonsAbout 45 minutes in total.
- 10-question assessmentPass mark 80%. Resit as many times as you need.
- CertificateIssued when you pass. NFAQ accredited.
Training your team
A child with EAL should meet the same visuals, key phrases and home-language words from every adult, including bank staff and students, so this course works best taken by the whole team. Choose the number of learners at checkout, with group rates from 3 learners, or get it as part of the Training Portal for £5 per learner per month. Related courses: Identifying and Supporting Speech, Language and Communication Needs and Child Communication Development (Level 2).
Frequently asked questions
Is EAL a special educational need?
No. EAL describes a child’s language circumstances. A speech, language and communication need is a difficulty with communication itself, and it shows up in all of a child’s languages, not just English.
How long can the silent phase last?
Weeks or many months. A long silent phase can still be normal, especially for younger or quieter children. What matters is whether the child is engaged, understanding more over time and communicating in other ways.
Should parents speak English at home to help their child?
No. The best thing families can do for their child’s English is keep talking, singing and sharing stories in the language they know best. Every member of staff should give families the same message.
Do I need to speak the child’s language?
No. Visual timetables, real objects, gesture, clear short sentences and consistent routines do most of the work. Learning a handful of key words from the family adds a great deal.
What happens if I don’t pass the assessment?
You can resit it as many times as you need until you pass. Your certificate is issued as soon as you reach the 80% pass mark.
When should we worry about a child’s language?
When there are difficulties in the home language as well as English, or when communication, play or social engagement are unusual in any language. Involve your SENCO early, use the graduated approach and seek speech and language therapy advice. Being bilingual should never delay a referral.
