Language Without Borders: Multilingual Support & Inclusion

The Problem: A One-size-fits-all Language Approach

With a significant increase in the number of pupils learning English as an Additional Language (EAL), now reaching one in five (DfE, 2023), schools are faced with the critical need to adapt their pedagogical approaches. The traditional monolingual paradigm, which often views linguistic diversity as a challenge to overcome, is no longer sustainable or effective. Instead, this demographic reality presents a unique opportunity to embrace multilingualism not as a deficit, but as a valuable asset that enriches the entire learning community.

Research consistently demonstrates the cognitive, social, and academic benefits of multilingualism. Students who maintain and develop their home languages often exhibit enhanced problem-solving skills, greater cognitive flexibility, and a deeper understanding of cultural nuances (Senda et al., 2023). Furthermore, when schools acknowledge and integrate students' linguistic backgrounds, it fosters a stronger sense of belonging, boosts self-esteem, and strengthens the home-school connection (Inan and Harris, 2025).

‘Polylino has become a much-loved part of the routine. It is an exhilarating way to read and opens up new opportunities for children to engage with stories that link to our weekly themes.’

— Mia Miller, Nursery Practitioner, Finkley Farm Nursery Group

Aligning with Best Practices in Inclusive Education

 

This pedagogical practice aligns closely with established research in inclusive education, which consistently stresses the importance of culturally and linguistically responsive pedagogy. Scholars such as Jim Cummins (2001) have highlighted the critical role of maintaining and developing students' first languages as a foundation for successful English language acquisition and overall academic achievement. Similarly, organisations like NALDIC (The National Association for Language Development in the Curriculum, 2019) advocate for a whole-school approach to EAL, recognising that all teachers are language teachers and that linguistic diversity should be celebrated and utilised as a resource.

 

‘Giglets has been really useful particularly for our SEND and EAL pupils who have found it more difficult to engage either with texts that are not in their own language, or have SPLD and found the text types and vocabulary in a number of books difficult to access.'

— Lorraine Cadwallader‑Jones, Deputy Head, Ysgol Cefnllys

Engaging EAL Learners: Supporting Access and Belonging

By moving beyond a one-language paradigm and actively fostering multilingualism, schools can create environments where every student's linguistic heritage is valued, and every language is recognised as a powerful asset in the journey of learning. This not only benefits EAL pupils but also enriches the educational experience for all students, preparing them to thrive in an increasingly interconnected and diverse world.

Studies, such as that by Gibbons (2009), consistently demonstrate that the strategic implementation of visual, auditory, and multilingual scaffolds dramatically improves learning outcomes for EAL students. These scaffolds are instrumental in reducing cognitive overload, a common challenge for students learning in a new language, and in significantly enhancing comprehension across various subjects. 

By creating inclusive entry points, learners build the confidence to participate - essential for language growth and long-term attainment.

'Brilliant tool to encourage reading for pleasure… listening to read aloud helps EAL pupils.'

— J Horner, KS2 Class Teacher, Kitchener Primary School

 

Bilingual Texts & Language Acquisition: Scaffolding Literacy with First Languages

Research consistently demonstrates that the robust maintenance and continuous development of a student's first language significantly accelerates the acquisition and proficiency of a second language (Cummins, 2001; Thomas & Collier, 2017). This principle underpins the efficacy of a diverse library of bilingual texts, which are strategically designed to integrate both listening and reading modalities.

‘Polylino is seamless to navigate and will get children reading in just a few touches... It will engage the most reluctant of readers.’

— Ben White, Teach Early Years Magazine 

By engaging with these materials, learners can reinforce vocabulary acquisition, enhance reading comprehension, and solidify grammatical structures in both languages. This approach creates a symbiotic relationship between the two linguistic systems, allowing for the natural transfer of linguistic knowledge and cognitive skills.

'Giglets enables us to provide our EAL learners with texts in their home language to read at home with their families, which is beyond valuable.'

— Gillian Digweed, Principal Teacher, Haghill Park Primary School

 

This not only streamlines access for schools but ensures pupils see their identities reflected in classroom resources is key to fostering motivation and belonging (Cremin et al., 2014).

‘Polylino is a treasure trove of titles to suit all tastes and subjects... It is easy to imagine Polylino becoming the go-to resource for educators seeking to stimulate the curiosity and interest of young minds.’

— Jake Hope, UK Children’s Literature Expert

 

Home‑Language & Family Engagement: Bridging School and Home

Family engagement plays a crucial role in fostering academic success, particularly for students learning English as an Additional Language (EAL). Research consistently demonstrates that when families are actively involved in their children's education, these students achieve higher academic outcomes (EEF, 2019). This positive correlation is even more pronounced for EAL learners, as parental support can significantly bridge learning gaps and enhance linguistic acquisition.

 

To effectively bridge this divide and promote inclusive family engagement, it is essential to provide home-language resources that are easily accessible to parents. These resources could include translated school newsletters, progress reports, educational materials, and even instructional videos. By offering information in parents' mother tongues, schools empower them to better understand their children's academic progress, school policies, and ways to support learning at home.

‘QR codes that link directly to a specific book make it quick and easy for the parent or carer to access a particular book... it bridges the school-home gap effectively.’

— User review on Home Access features

 

Facilitating shared reading experiences between parents and children in their home language is a powerful strategy. This not only strengthens the child's linguistic development in their first language, which in turn supports their English language acquisition, but also fosters emotional development. Shared reading creates a bonding experience, encourages a love of reading, and allows parents to model positive literacy behaviours. It provides a comfortable and familiar context for learning, reducing the pressure associated with navigating a new language and culture. These multilingual touchpoints make learning a shared, culturally affirming journey and support the development of reading habits that extend beyond the school gates.

 

References

• Cremin, T., Mottram, M., Collins, F., Powell, S. & Safford, K. (2014) Building Communities of Engaged Readers: Reading for Pleasure. Abingdon: Routledge. 
• Cummins, J. (2001) ‘Bilingual children’s mother tongue: Why is it important for education?’, Sprogforum, 7 (19), pp. 15‑20. 
• Department for Education (DfE). (2023) Schools, pupils and their characteristics: January 2023. London: DfE. Available online (accessed 29 July 2025). 
• Education Endowment Foundation (EEF). (2019) Working with Parents to Support Children’s Learning: Guidance Report. London: EEF. Available online (accessed 29 July 2025). 
• Gibbons, P. (2009) English Learners, Academic Literacy and Thinking: Learning in the Challenge Zone. Portsmouth, NH: Heinemann. 
• Inan, S. and Harris, Y.R.., 2025. Beyond the Home: Rethinking Heritage Language Maintenance. Frontiers in Psychology, 16(3), pp. 122-136.
• National Association for Language Development in the Curriculum (NALDIC). EAL Guidance: A Whole‑School Approach. London: NALDIC. Available online (accessed 29 July 2025). 
• Thomas, W. P. & Collier, V. P. (2017) ‘Validating the power of bilingual schooling: Thirty‑two years of large‑scale, longitudinal research’, Annual Review of Applied Linguistics, 37, pp. 203‑217.
• Senda, M., Ito, Y., and Roberts, D., 2023. Neurocognitive, Social, and Personal Benefits of Bi/Multilingualism. Journal of Applied Linguistics and Teaching, 12(1), pp. 45-69.