BEYOND LANGUAGES: EXPLORING EARLY YEARS PRACTITIONERS’ PERSPECTIVES ON SUPPORTING CHILDREN WITH ENGLISH AS AN ADDITIONAL LANGUAGE IN ENGLAND.

The focus of this research paper was to explore the early years practitioners’ perspectives on supporting children with English as an Additional Language in England. Using qualitative research methods, underpinning theories, a systematic literature review and personal reflective journal, the research study aimed to highlight the importance of supporting children learning English as an Additional Language through using the parents and community and ecological systems (Bronfenbrenner, 1977) without making one language ‘better’ than the other. The findings of the study revealed the need of systematic reviews in legislation, policies, funding and training for the practitioners. [ABSTRACT FROM AUTHOR]