The New Zealand Ministry of Education has recently identified the need for teachers to be prepared to meet the needs of English as an additional language (EAL)² students in New Zealand schools more effectively. This paper offers a number of principles to guide policy, practice and teacher development. The paper draws on Alton-Lee's (2003) best evidence synthesis of quality teaching for diverse students, and Franken and McComish's (2003a, 2003b) observations and analysis of provisions for EAL students in New Zealand schools. The principles, grounded in second language and literacy acquisition research, point to the need to provide particular enabling conditions for the literacy development of EAL students if they are to achieve as well as their English-speaking peers
