Meeting the Needs of Young Children with English as an Additional Language Research Informed Practice

Drawing on the latest research into how young children learn, this book considers how early years practitioners can best meet the needs of children with English as an Additional Language. It examines the factors that influence children’s learning including parents and the family, the environment, health and well-being, curriculum, play and relationships and aims to challenge misconceptions, assumptions and stereotypes. Featuring case studies and reflective questions, the chapters explore a range of important topics including: Language learning for children with EAL The historical concept and modern reconceptualisation of EAL How to develop and use Culturally Appropriate Pedagogy Regulation andperformativity and their implications for children with EAL Leading learning for children with EAL Meeting the Needs of Young Children with English as an Additional Language is essential reading for students and practitioners wanting to promote an inclusive culture where different languages, cultures and religions are accepted and celebrated.

Acknowledgements Chapter 1 Introduction – structure of the book Chapter 2 Historical context Chapter 3 How children learn – key founders Chapter 4 Education for children with EAL Chapter 5 Reconceptualising the term English as Additional Language (EAL) Chapter 6 Language learning for children with EAL Chapter 7 Developing Culturally Appropriate Pedagogy (CAP) in Early Years Chapter 8 No regulation to regulation in Early Years Chapter 9 Performativity in Early Years Chapter 10 Leading learning for children with EAL

Malini Mistry is Senior Lecturer in Education at the University of Bedfordshire, UK. Krishan Sood is Senior Lecturer in Educationat Nottingham Trent University, UK.