Best Practice

Multilingual pedagogies for diverse inclusive schools

We should not expect children who use English as an additional language to leave their language and culture at the school door. Kamil Trzebiatowski and Silvana Richardson advise teachers on using multilingual pedagogies


According to official data (DfE, 2021), 19.3% of all learners in England use English as an additional language (EAL).

In some cases, these learners may be exposed to more than one first, home or community language – for example, if one of the child’s parents speaks Dari and the other Pashto – which means that these learners may be plurilingual and may have a rich linguistic repertoire at their disposal by the time they start school.


To use or not to use the languages that pupils know…

Many practitioners wonder whether they should encourage their plurilingual pupils to draw on the languages they know as they learn in and out of school.

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