This way of considering language acquisition and development in practice
makes a tangible contribution to the inclusion debate. It is consistent with, and
is an application of, the position on inclusive practice proposed by Norwich &
Lewis (2005). Their position is that, in inclusive classrooms, we can privilege
the individual learner within a commonality of needs approach. A language
continuum allows teachers to identify, plan for, and monitor the individual child
as he/she progresses along a general trajectory of development. It is an inclusive
construct providing for wide individual variation within a common framework.