Mind the (language) gap

The four core principles of the EYFS underpin everything we do, beginning with the Unique Child. To truly know a child, we must understand their language background and preferred ways of communicating. A child’s communication at home may look very different from how they communicate in the setting. For example, a child may be joining the provision at age two with no previous exposure to English, or they may live in a bilingual household where one parent speaks Polish and the other speaks English. We will not know this unless we ask. 

Asking the right questions enables educators to tailor support appropriately for each child. Understanding the family’s communication culture is essential to establishing a clear starting point. Is the child exposed to two or more languages from birth (simultaneous language acquisition), or is English being introduced later, once the child enters the setting (sequential language acquisition)? These distinctions matter and should inform how we plan, interact, and support learning.

Welcoming a multilingual child and their family requires thoughtful preparation and, often, additional lines of enquiry. Taking the time to understand who speaks which language, and when, is central to building a clear communication profile for the child.

Strong partnerships with families are key to effective EAL practice. Small adjustments can make a big difference. For example, offering a greeting in the family’s home language at drop-off or collection can immediately help to build trust and positive relationships. These small gestures communicate respect and inclusion.

When sharing information with families, educators should aim to provide both verbal and written communication wherever possible. Where feasible, sharing information in both English and the family’s home language is best practice. Crucially, educators should never assume a family’s level of understanding – inclusion means covering all bases.

Early years settings provide rich play-based environments where vital speech, language, and communication development takes place. However, these spaces can also be busy and noisy. Research shows that in noisy environments, around 40% of what an adult says may be lost for an EAL child. This kind of professional insight is invaluable when reflecting on practice.

Regular ‘communication walk-throughs’ of the environment can help educators audit their provision. This includes considering how information is shared, ensuring a range of communication methods are used, monitoring noise levels, and intentionally creating calm, quiet spaces throughout the day. These adjustments benefit all children, not just those with EAL.

A recent project delivered by the Early Years Alliance for Bristol City Council and their Early Language Service highlighted how easily EAL children can be unintentionally excluded. While enthusiastically singing Old MacDonald, early educators explored animal sounds such as “moo” and “baa”. However, animal sounds differ across languages – the sheep do not say “baa” in Polish, but “meh”, and cows do not “moo” in Dutch, but “boe”. Recognising and valuing these differences transforms practice. Exploring animal sounds from different languages creates an inclusive learning experience and offers multilingual children the opportunity to become the expert. The child who speaks Polish can lead the learning, share their knowledge, and teach their peers – an empowering and confidence-building experience.

Understanding and valuing a child’s home language, and working in genuine partnership with families, enhances learning and development for all children. When educators make thoughtful, informed connections between home and setting, they create meaningful opportunities for active thinking and learning. Building on what children already know is not only good pedagogy – it is inclusive practice at its very best.

This comprehensive resource aims to help setting can build long-lasting positive relationships with families who are multilingual or who are speaking and learning EAL and ensure all educators feel confident in working with and supporting multilingual families.

The Toolkit includes a comprehensive Best Practice Guide, which is underpinned by the principles of the Early Years Foundation Stage (EYFS) Framework and contains information, advice and guidance on a wide range of practical topics, including settling in children who are new to English-speaking settings, the stages of early multilingual learning, and how to prepare your provision to support multilingual families.

Get your copy today on EYA Central at bit.ly/U5_EALtoolkit.

Louise will be delivering a fantastic practical workshop on supporting multilingual families at our upcoming in-person Building Belonging Connect Roadshows (see page 25 for more information).