EAL pupils maybe vulnerable to educational failure where one language is spoken at home, and home-based literacy is associated with that language due to cultural reasons, and their main exposure to English is through the school sector. This is because in the pre-school age, it is hypothesised that there is a window of opportunity for easy language acquisition (Ingram, 1989). Given that Cummins (1984) has estimated that children need approximately 2 years to develop basic interpersonal language skills, and a further 5 to 7 years to achieve a cognitive academic level of language proficiency, then it is apparent that children not exposed to English at home in the preschool years may be at a disadvantage to their monolingual peers. However, recent research has contradicted the traditional pedagogical view that bilingualism inhibits learning, and can confuse the child. Sneddon (2000) examined the language experiences of 36 Muslim children up to 11 years, where English was spoken in addition to Gujerati. Children with access to cultural sources of support for their language through community services demonstrated a greater “linguistic vitality” in Gujerati and were more effective story tellers in both languages, compared to bilingual children lacking community support. Furthermore, by the age of 11 years, the bilingual children were performing above the norms for monolingual English children of the same age in terms of English language competence.