Issue 30, Pages 8-9: EAL and multilingualism versus SLCN – how to support learners differently

Language difficulties are common in pupils who are learning English as an additional language (EAL learners), and those with speech, language and communication needs (SLCN). This can sometimes result in them being grouped together for interventions and supported in a similar way. However, whilst there are strategies and resources that can support the language and communication needs of ALL learners in the classroom, it is vital that we recognise the DIFFERENT challenges faced by those with EAL versus those with SLCN and adapt how we support each group.

SLCN is an umbrella term used for children who have difficulties with speech, language or communication skills (or a combination of these). SLCN is by far the most common Special Educational Need (SEN) in primary school age children (DfE, 2023). 10% of children or approximately 3 in every class have persistent SLCN, and as many as 50% of children in areas of social deprivation start school with poor language skills, largely due to low levels of language exposure.

Learning English as an additional language does not fall under the category of SLCN. Unlike many types of SLCN, pupils with EAL or multilingual learners as is the new preferred term, will not have persistent or life-long language difficulties (in the absence of any co-existing SLCN). The challenge for multilingual learners in the short-term is learning English alongside their home language(s) and navigating a different set of vocabulary and grammar rules, whilst trying to access the curriculum, articulate their needs and learn social language with peers, all at the same time.

Multilingual learners who are proficient in their first language usually develop a second language quite quickly and you would expect to see their understanding and use of English to improve rapidly during their first year in school.

In contrast, SLCN can have a significant impact on all aspects of a child’s development including learning, literacy, behaviour, emotional literacy and social interaction. For some, difficulties will remain throughout their school life and beyond, including those with lifelong diagnoses such as Developmental Language Disorder (persistent difficulties with talking and/or understanding language) or Autism.

We need to bear in mind however, that multilingual learners are just as likely to experience SLCN as their monolingual peers. If a learner has SLCN, they will experience difficulties in all the languages they use, not just in English. Identifying these children can be tricky, but a good starting point would be to speak with the child’s parents to find out whether they have any concerns about home language skills.

All learners, including multilingual and/or those with SLCN will benefit from having access to an inclusive, nurturing, communication friendly environment, where visual cues are used to support understanding, alongside use of other high-quality teaching strategies. Strategies include providing clear explanations, breaking instructions down and checking in with pupils regularly during tasks (Language Link offers a wealth of printable classroom resources to support each strategy).

Children with SLCN who are missed or misinterpreted may exhibit challenging behaviour, have literacy difficulties and/or poor academic progress. Universal screening at each of the key stages of education ensures that every child with SLCN, including those with mild and moderate needs, is identified and targeted support put in place early. Language Link provides a standardised assessment to be administered to all pupils in reception, year 3 and year 7 to identify the level and areas of language need, and provides fully resourced, small-group interventions for those who need it.

Multilingual learners are better supported within the classroom, where they will be immersed in a nurturing and language rich environment with lots of opportunities to learn from their peers. At the same time, at home, the child’s family should be encouraged to continue to speak the language they are most comfortable speaking. By doing so, they will provide a good language model, which in turn will make it easier for the child to learn English. Language Link provides information on supporting multilingual learners and how to use the package with this group.

Multilingualism is an asset, which should be celebrated and encouraged for it provides great cognitive advantages which will aid a child’s learning success long-term.

In the short-term, therefore, it is important to recognise the difference between language difficulties associated with multilingualism versus SLCN and ensure that each distinct group is supported differently. In fact, placing a multilingual learner in an intervention group with those with SLCN may be detrimental, for they will not have access to good language models they need