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Is it important for young English language learners to read dual language text?
It can be helpful for learners to read texts in both languages. It can provide a quick reference to aid comprehension and fosters an appreciation of the languages. It can be used creatively as a shared reading teaching tool in a bilingual setting. However, it is not a necessary part of learning the language. Often young learners will read one language and ignore the other. Additionally, if the majority language is English, this tends to reduce the desire to read in a minority language. Controversially, English quite frequently becomes the favoured language of choice due to its dominance/status in environments where English is widely used.
With EAL learners making up a diverse group with varying English proficiency levels and needs, differentiating class content for EAL learners can be challenging and time-consuming for teachers. However, utilising Artificial Intelligence tools as a time-saving resource for EAL planning can help us adopt more tailored approaches to teaching in almost no time. Let’s explore some of the ways in which AI can help us save time on a busy school day.
Cloze procedures are tasks where learners fill in the blanks in a text from which entire words have been omitted. Learners decide on the most appropriate words to fill the gaps from a bank of provided words. The word 'cloze' (close) is derived from the word 'closure', whereby participants complete a not quite finished pattern or text by inserting or choosing words to give the text closure (Walter, 1974).
In ESOL classrooms, we often find that language is both the medium and the barrier. ESOL learners may understand ideas, routines, and concepts long before they can express them confidently in English. However, when teaching relies too heavily on spoken or written language, many learners can feel excluded from full participation and this can turn into a challenge. This is where images play a crucial role.