This paper reports a study on children’s language use and constructions of identities. The prime aim of the investigation was to identify how young children’s linguistic and cultural experiences are acknowledged and embedded in practice throughout the
Foundation Stage. We were particularly interested in exploring how children from a variety of linguistic and cultural backgrounds are supported through a range of pedagogical practices. Our investigation was carried out in two phases: Phase 1 in an inner city multicultural Early Years Centre and Phase 2 in two linked Reception classes. We were interested in ascertaining whether there was a continuation of practice between the Centre and the Reception classes regarding the support provided for young children from a range of linguistically and culturally diverse backgrounds.