Following an inspiring talk by Ben Levinson OBE, Headteacher at Kensington Primary School, I’ve been reflecting on how we approach language learning at Wyborne. Ben spoke passionately about rethinking the term EAL (English as an Additional Language) and reframing it as multilingualism—a shift not just in language, but in mindset. As Assistant Head for Inclusion, this resonated deeply with me. It’s time to move beyond labels that imply deficit and instead celebrate the incredible asset that multilingualism brings to our classrooms.

Why multilingualism matters

The term EAL often positions children as needing to ‘catch up’ in English, rather than recognising the rich linguistic skills they already possess. By identifying them as multilingual, we acknowledge their strengths and the cultural wealth they bring.

This is more than a feel-good change—it’s evidence-based. Heugh et al. (2019) found that students rarely achieve high-level English proficiency unless they first attain high-level proficiency in their home language. Yet, in schools, we often prioritise English at the expense of children’s first languages. This needs to change.

At Wyborne, we’ve noticed a number of children who are not officially recorded as EAL, yet speak a different language at home and are learning English from parents whose own English is limited. This impacts grammar, vocabulary, and overall language development—often in ways not easily recognised by data or tracking systems. If we fail to identify and support these pupils, they risk falling behind.

Questioning the current language offer

This brings us to the teaching of Modern Foreign Languages (MFL) in Key Stage 2. While compulsory, the current model often sees children learning the basics of French or Spanish taught by non-specialists. There is rarely continuity into Key Stage 3, and it begs the question: what long-term benefits are children really gaining?

Could we repurpose this time to support, promote, and develop children’s home languages instead? If a child already speaks Urdu, Polish or Yoruba, could curriculum time be better spent deepening their proficiency in that language? Not only would this align with research on language acquisition, but it would also enhance children’s confidence, sense of identity, and academic outcomes.

A new approach: introducing the WoLLoW curriculum

To support this shift in thinking, we’re exploring the WoLLoW curriculum (World of Languages, Languages of the World). WoLLoW moves away from traditional language teaching and instead explores the development, history, and cultural importance of a wide variety of languages. It focuses on how language shapes identity, communication, and society—something that aligns beautifully with our inclusive vision.

Rather than teaching one foreign language in isolation, children gain an understanding and appreciation of all languages, including their own. WoLLoW creates a space for every child to see their language valued and studied—not as an aside, but as central to their learning journey.

Inspiration from Surrey Square’s Identity Curriculum

We’re also drawing inspiration from Surrey Square Primary School in Southwark and their powerful Identity Curriculum. Each week, children engage in discrete lessons focused on identity themes using a P4C (Philosophy for Children) style approach, often based on high-quality picture books. These sessions build toward a celebration where pupils perform poetry reflecting on identity—linked with both World Poetry Day and their Oracy curriculum.

What’s particularly striking is how this approach creates a safe space for exploring deep and sometimes sensitive issues. Children are given the tools to challenge ideas, make connections, and express themselves confidently. The curriculum remains responsive and evolves to reflect significant world events, ensuring relevance and authenticity.

Introducing a similar model at Wyborne—blended with WoLLoW—could create a richer, more inclusive language and identity curriculum. Imagine a curriculum that values not just the mechanics of language, but the meaning behind it. Where children can speak about who they are, where they come from, and the stories behind their languages.

Moving forward together

At Wyborne, we are proud of our diverse community. But we must also ensure our practice fully reflects this pride. It’s time to stop viewing multilingual children through the lens of ‘additional needs’ and start recognising them as language experts, culture bearers, and future global citizens.

Over the coming months, we’ll begin reviewing our current MFL offer, exploring the integration of WoLLoW, and discussing with staff, families, and children how we can better champion multilingualism. We will also be looking into how an identity-based curriculum could support not only language development but also wider wellbeing and inclusion.

This isn’t just a curriculum change—it’s a cultural shift. One that sees every language, every voice, and every child as valuable.