Despite their diversity, UK school pupils with non-English home languages are uniformly labelled English as an additional language (EAL), presupposing linguistic deficiencies and academic challenges; thus, equating multilingualism with vulnerability. As part of a researcher-practitioner collaboration with a London primary school, we explore how researchers and educators assign and contest the labels EAL, "multilingual," and "vulnerable." Through this, we reflexively consider whether changing discourses around multilingualism can minimise potential vulnerabilities associated with EAL. We argue that researchers play a crucial role in mitigating a "priori" categorisation of EAL pupils and expose the impact of our agenda on potentially vulnerable pupils.