ABSTRACT
Many children in schools have learned a language other than English as their first language; some may have access to two or three languages in addition to English. The range of pupils who are learning English as an additional language may be broad. Some may be good orally but have difficulty writing. The approach to English as an additional language pupils in a school will in part be determined by general polices on inclusion. It is important to be aware that the concept of inclusion is used in different ways. The concept of plurlingualism refers in its primary meaning to the ability to speak more than one language. The plurilingualism used in this way provides a unifying aim for language education across all subjects in the curriculum. The government document Aiming High: Meeting the Needs of Newly Arrived Learners of English as a Second Language draws attention to some considerations to help provide a welcoming environment in a school.
