ED6078: Supporting Bilingual and Multilingual Learners in Primary EAL Classrooms

This essay explores bilingualism, multilingualism, and learning English as an Additional Language (EAL) among culturally diverse students in primary classrooms. Drawing from observations and supported research, it highlights the cognitive, linguistic, and social benefits of bilingualism, such as improved problem-solving, task-switching, and metalinguistic awareness. However, it also identifies key challenges including low confidence, limited vocabulary, and disengagement due to ineffective teaching strategies and lack of tailored support. Factors influencing EAL learning include overloaded curricula, minimal technological integration, and inconsistent home-school language reinforcement. The essay discusses the learning needs of bilingual students—emphasising consistency, practice, social interaction, and family involvement. Theoretical frameworks such as Cummins' Threshold and Interdependence Hypotheses, the Critical Period Hypothesis, and additive vs. subtractive bilingualism offer deeper insights. Effective teaching strategies, including group work, digital tools, parental involvement, and translanguaging, are recommended to improve English language acquisition and support bilingual learners academically, socially, and emotionally.