English as an Additional Language (EAL)

Theories of additional language learning

It is generally accepted among researchers that a first language is ‘developed’ while a second or subsequent language is ‘acquired’. This would be different for children who are raised by parents with two languages and who develop full bilingualism in two languages from birth. However, for most practitioners using this guide we assume that the pupils with whom they are working are acquiring English, or other target language, while at school. There are a number of different theories related to second language acquisition, and we acknowledge that there is some disagreement in this field. For the purposes of this guide we have identified some which we feel are helpful for practitioners to consider but we do not presume that these are the only theories practitioners may want or need to engage with. Moreover, as stated elsewhere in this guide, responding to multilingual learners is not only about responding to a language learning need.

How is additional language acquisition different from first language development?

Who are the key theorists in the field of additional language acquisition?

Jim Cummins’ work is useful for teachers in classrooms. Cummins' (1979) ‘iceberg’ theory of language interdependence proposed that there are common mental processes underlying both first and additional language learning. Cummins (1999) also identified the two types of language that pupils need to acquire in order to access learning across the curriculum:

Stephen Krashen may also be useful for teachers. Krashen (1981) distinguishes two processes within additional language learning: acquisition and learning. Both are needed for pupils to develop proficiency in their new language.

For a comprehensive review of additional language theory and practice see Colin Baker’s Foundations of Bilingual Education and Bilingualism.