Inclusion Through an EAL Lens: Rethinking Practice in Multilingual Classrooms

In recent years, the concept of inclusion has evolved beyond physical placement in the mainstream classroom to encompass a more nuanced understanding of learner support, identity, and equity. This shift is especially pertinent when considering students who are learning English as an Additional Language (EAL). Drawing on current research and practical frameworks, this blog explores what inclusion means through an EAL lens and how it can be meaningfully implemented in schools.

From Segregation to Inclusion: A Continuum of Practice

Choudry (2021) offers a valuable continuum to understand how schools position EAL learners within their settings:

Segregation involves separating EAL learners from the mainstream classroom, often under the assumption that intensive language instruction must precede access to subject content.

Integration places all learners in the same classroom but without appropriate scaffolding—leaving those with additional needs to either "sink or swim."

Inclusion, in contrast, provides all learners with equal access to the mainstream classroom, accompanied by targeted and responsive support that enables them to succeed academically, socially, and linguistically.

The movement towards inclusion therefore requires both pedagogical flexibility and a whole-school commitment to equity.

Dimensions of Inclusion in EAL Education

Evans et al. (2020) propose a four-part model that can be used to assess and guide inclusive practices for EAL learners:

Academic Inclusion

Inclusion involves more than physical presence in a classroom. It requires meaningful academic participation, often supported by co-planning and co-teaching between EAL specialists and class or subject teachers. Strategic deployment of EAL staff can enhance access to the curriculum while reducing reliance on withdrawal models.

Social Inclusion

Schools must foster environments in which EAL learners and their families feel a sense of belonging. This includes access to co-curricular activities, the creation of home-language peer groups, and family induction processes that extend beyond administrative enrolment.

Linguistic Inclusion

Effective inclusion recognises and supports the role of home languages in learning. Practices such as trans languaging, bilingual resources,and translated communication for families contribute to an environment where multilingualism is respected and leveraged.

Attitudinal Inclusion

This dimension concerns staff beliefs and expectations. Inclusive schools embrace plurilingualism as an asset, maintain high expectations for all learners, and position EAL not as a deficit, but as part of a rich linguistic and cultural profile.

The Rationale for Inclusion

The goal of inclusion is to ensure that all learners feel seen, valued, and capable of success. For EAL students, inclusion must involve more than access to English instruction; it must also involve affirmation of their linguistic identities and cultural capital. When inclusion is conceptualised broadly—beyond language proficiency to full participation in academic and social life—it aligns with both ethical imperatives and evidence-based best practices in education.

Inclusion also contributes to school-wide cultural competence. A linguistically inclusive ethos benefits not only EAL learners but fosters empathy, global awareness, and intercultural understanding among all students.

Top Tips from The Coterie College - Implementing Inclusion:

Whole-School Considerations

To operationalise inclusive practices, schools need to consider the following:

1. Shared Responsibility

Inclusion should be clearly defined in staff role profiles and hiring practices. School leadership teams play a critical role in modelling inclusive values and ensuring consistent implementation across departments.

2. Policy and Systems Alignment

Inclusion must be embedded in school policy and reflected in daily procedures and communication protocols. Systems should promote access, equity, and representation across the four dimensions described above.

3. Ongoing Professional Development

All staff—not only teachers—require professional development in inclusive strategies, multilingual education, and intercultural communication. Administrative and support staff also play key roles in establishing an inclusive school culture. Time and resources must be allocated to make this learning sustainable.

4. Strategic Use of EAL Expertise

Co-teaching and co-planning models enable EAL specialists to work collaboratively with mainstream teachers, supporting curriculum access while allowing learners to remain integrated in classroom life. This approach also facilitates broader pedagogical improvement across subject areas.

5. High Expectations and Representation

Teachers should hold high expectations for all students, while also actively incorporating linguistic and cultural diversity into lesson content. Classroom environments should reflect and celebrate the identities of all learners—not just during special events but as part of everyday practice.

Conclusion: Inclusion as an Ongoing Commitment

Inclusion through an EAL lens is not a fixed goal, but a continuous process. It demands a sustained, whole-school effort to remove barriers and promote equitable access for all learners. While resource constraints or contextual limitations may require temporary

adaptations (e.g., small-group withdrawal for targeted support), these should be seen as steps toward greater inclusion, not permanent solutions. Ultimately, inclusion is about building schools in which every student—regardless of language background—feels valued, supported, and empowered to succeed. Achieving this requires intentional design, reflective practice, and collective responsibility.