The proportion of pupils with English as an additional language (EAL) has steadily risen in recent years in England, reaching just under one in five of all pupils aged 5-16 in 2021, with a total of over 365 languages spoken between them. Despite educational psychologists' (EPs) practice being concerned with reduction of barriers that prevent children from fully accessing education, a review of the educational psychology literature provides little information to suggest that EPs are responding to the increasing linguistic diversity of their client group. Further, there is a lack of shared understanding among EPs of the specific competencies needed to address the specific language needs of this population. Through a three-round Delphi, 90 statements were identified as key features required for EP practice with EAL students and families; these statements were then structured into a guiding framework for EP practice. The implications of this framework, and its limitations, are discussed.