English as an Additional Language (EAL): A Common Misconception - Blog - CPD Learning & Professional Development Tips at Laser Short Courses: English as an Additional Language (EAL): A Common Misconception

English as an Additional Language (EAL): A Common Misconception

Monday 20th October, 2025

There is a common misconception that EAL children should use their first language as little as possible when learning English. There is a huge body of research, however, which shows that the more fluent a child is in their first language, the easier it is for them to understand concepts in a second language and the more fluent they will become. It is important, therefore, to encourage children to continue to use their first language, both at home and at the setting.

When children are learning a second language at school, practitioners often wonder ‘how much does their knowledge of their first language matter’? Research over decades in bilingualism and second‑language acquisition suggests that it matters a lot. In particular, children who are more fluent, literate, or conceptually skilled in their first language tend to learn a second language more easily and to stronger ultimate proficiency.

The CUP Model

One foundational idea is the Common Underlying Proficiency (CUP) model by Jim Cummins. The theory suggests that a bilingual individual's two languages are not separate, but are connected by a shared cognitive and linguistic foundation. Each language has its surface features (vocabulary, grammar, and pronunciation), but children develop cognitive abilities (concepts, thinking skills, and literacy) that support multiple languages.

Another way of thinking about this is the linguistic skills built in one language help the child in another language because they have already mastered many of the foundational cognitive and linguistic skills (e.g. using language to think, read, and write).

Studies on Second Language Acquistion

A study of nearly 1,000 language-minority children with stronger vocabulary in their home language (Spanish) were better positioned when they learned English. Specifically, over two academic years the children’s shared vocabulary (concepts known in both languages) increased and their English vocabulary began to catch up.

‘Development of first- and second-language vocabulary knowledge among language-minority children’ by J. Marc GOODRICH and Christopher J. LONIGAN, published by Cambridge University Press.

A neuro‑imaging study of Chinese learners of English found that higher English proficiency was associated with greater involvement of the Chinese language brain network when processing English. That is, proficient learners used the same neural circuits for Chinese when processing English, suggesting that first language supports second language processing.

‘High Proficiency in a Second Language is Characterized by Greater Involvement of the First Language Network: Evidence from Chinese Learners of English’ by Fan Cao et. al., published by the Journal of Cognitive Neuroscience.

Another study showed that students who are literate in their first language (Arabic) tend to become stronger readers in their second language (English). The study noted that “the single best predictor of second‑language reading proficiency … is native‑language literacy.”

‘Arabic Language Literacy as an All-Important Aid in English Language Teaching to Arabic-Speaking Students’ by Hassan Al-Haj Ibrahim, published by the Journal of Advanced Research in Education.

Supporting Children with EAL at School

Encouraging strong skills in the home language should be seen as an advantage, not a barrier, to learning a second language. Schools and educational policy should recognise that support of home‐language literacy and proficiency is beneficial for later English language outcomes.

Teachers of English language should consider how to leverage their first-language knowledge: encouraging children to think about concepts, compare languages, to use translation or reflection rather than excluding their first language entirely.

Assessment of bilingual children should consider conceptual scores (knowledge of linguistic concepts and skills) rather than simply English language competency, in order to get a fuller picture of what the child knows and can do.

Young Children with EAL

When young children are not speaking or hearing English at home, you will need to support the child by learning basic words in their home language so they can explain to you when they want a drink, or need to go to the toilet, and you can provide English equivalents.

You can also use signs and symbols whilst you are speaking to encourage their communication and language skills, and to understand what a baby or young child wants and needs.

Makaton is a language programme that uses symbols, signs, and speech to enable people to communicate. It can be used by everyone at the setting and children can use it to communicate to each other too. It also benefits children with learning or communication difficulties, as well as providing a structured approach to learning English as an Additional Language.

Many children learn two or more languages at an early age and there is no evidence to suggest that this will delay a child's speech and language development. Parents should be encouraged to continue using their first language at home, and you can focus on helping the child acquire English language skills at the setting. You should make sure there are visitors and resources, such as games and books, that share their home language.

If you would like to learn more, you may wish to take our short courses on EAL in the Early Years (0-7 years) and Supporting Students with EAL (8-18 years).