Abstract
The presented paper is a qualitative case study of English as an Additional Language (EAL) learners in England. The study examines the educational situation for the children learning in English, despite beginning their linguistic life with a different first language and the educators who are striving to teach them. The research involves a literature review, document analysis, interview and observation to discover and establish the situation for these learners and their educators. It explores the data collected to ascertain if there is any relationship between developed fluency in a first language and higher cognitive abilities and academic success when learning in English. It discusses to what extent developed literacy in one language aids the learning in another. It also looks to find any evidence of additive bilingualism, a concept put forward by Professor Jim Cummins (1976), in a typical English classroom. The paper will also present findings on the impact of English exposure the pupils receive at home and the positive and negative affects this may have upon academic achievements. It provides a model detailing the steps needed to be undertaken to achieve the reported cognitive advantages of additive bilingualism fully. The study will also report on methods and strategies deployed by the class teacher in order to provide education for these learners and the unique challenges learning in a second language may present for them. It looks to discover if first languages are catered for in the classroom and if so, in what ways. It also deliberates over the challenges that occur for the educators and EAL pupils and how they work to overcome them. The study will also report on the attitude of the school and how they incorporate or adapt the environment for children from different cultures and countries and with different first languages. Is importance placed on these factors and if so, how does the school provide an environment in which this is shown? The paper presents its findings of this real-life, social and cultural phenomenon with the aim of raising awareness of the situation, to provide understanding of the scenario for the reader, and add to all ready developed research on the topic. Finally, it aspires to provide an account which may aid the development of theory, policy and practice, to improve the situation for the EAL learners and their teachers in England.