Navigating support and seeking resources to support children and young people with additional learning needs (ALN) can be a challenge, but for those receiving state-funded education, the barriers to ensuring effective provision can be further compounded. This paper explores the challenges faced in Welsh-medium education by the hegemonic discourses of the dominant language, English. There is an intricate link between literacy in minority languages and issues of power, identity and cultural preservation and promotion. The success of Welsh-medium education highlights some of these tensions, particularly in providing support for learners with ALN. We explore attempts to redress this hegemony, while valuing the role that competence in both Welsh "and" English has for everyone. We focus on the current challenges faced in supporting learners with ALN in schools to develop literacy in Welsh, as their home or preferred language, and how these challenges might be overcome.