While prevailing research links language proficiency to fundamental literacy acquisition, research is, however, limited when language and literacy acquisition are simultaneous as is the case with young (4-6 years) English language learners (ELLs) in K1, K2 and Grade 1 who acquire first time literacy in an inclusive classroom and in a L2 (additional language). The study draws on a synopsis of current research, globalisation, the concomitant cultural and linguistic diversity, inclusive education, barriers to learning, and social justice. The aforementioned supports the discussion for the comparative study of the language and literacy profiles (LLP) of the ELLs and the English-speaking, monolingual learners. The LLPs are established by qualitatively analysing cultural and linguistic differences and differences in letter knowledge, rhyme knowledge, basic concepts, vocabulary, phonic knowledge, sight word recognition, and listening comprehension. A causal-comparative approach to the mixed model research design and a complementary mixed methods approach are applied to the study. Findings are discussed in relation to the classic and current theoretical frameworks pertaining to child development, and language acquisition for both first and second language acquisition. Aspects such as globalisation, inclusive education, barriers to learning, and social justice are central to this study An at-risk, educationally vulnerable minority was isolated and specified by defining their limited English proficiency, and limited emergent literacy skills.