The article seeks to investigate the methods of teaching and learning English as an additional language in primary education, and to identify the most appropriate and effective means of achieving this. The study tracks a cohort of children from reception to Year 2. Data collection draws on the strengths of both qualitative and quantitative paradigms and combines observations of children and staff, interviews with staff, and focus groups with parents. Alongside these are assessments of children and a review of records and policy documents. This is an ongoing longitudinal study spanning three years; the researcher is currently in the final year of data collection. (Contains 1 note.)