English as an additional language (EAL) learners are increasing in Manitoba. They currently comprise 14% of the grade 1 population (A. Matczuk, personal communication, August 4, 2016), which translates to about three students per classroom. These young learners are "trying to master academic skills, including initial literacy, in a language in which they do not have full proficiency yet" (Rodriguez-Eagle & Torres-Elias, 2009, p. 53). Teachers need strategies to help these students engage in meaningful conversation in a new language, in addition to learning to read and write. The question is, what can teachers do to enhance instruction in order to support the needs of the child as a language learner? Teachers need to see EAL students as capable learners, expecting participation in speaking, reading, and writing tasks. Teachers studying their own teaching and decision making with respect to teaching EAL learners can help them to become more effective teachers. The teacher's understanding of an individual student's strengths is important. This article presents ideas that may support classroom teachers in monitoring the development of a child's language competencies, planning instructional opportunities to extend learning, and reflecting on the effectiveness of instructional decisions.