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Learning Village

Dual language texts

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What are you interested in?

6-11 year-olds 'The Village'

Blended vocabulary, language structure and reading programme for EAL and multilingual learners

Image as the language of instruction for learners of ANY language background

Independent learning • small-group teaching • differentiation in class • high interest, low level reading support

For 6-11 year-olds

11-16 year-olds 'The Islands'

Blended vocabulary, language structure and reading programme for EAL and multilingual learners

Image as the language of instruction for learners of ANY language background

Independent learning • small-group teaching • differentiation in class • high interest, low level reading support

For 11-16 year-olds

Post-16/adults (Community Village)

Blended vocabulary, language structure and reading programme for ESOL and multilingual adult learners

Supporting school community members with their integration into school community life!

High interest, low level reading - image as the language of instruction for learners of ANY language background.

AssessEP

Across Cultures English Proficiency Assessment (AssessEP) is an easy assessment to administer, suitable for learners aged 7+ through to adult.

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Approximate reading time: 1 minute

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.

Friendship building for new arrivals

Created: Tue 27th Nov 2018

The National Learning and Work Institute (2018) completed a randomised controlled trial of a Community-Based English Language intervention aimed at people with very low levels of functional English proficiency. Findings showed “a strong and clear positive impact that attendance on an intensive 11-week Community-Based English Language course has on both English proficiency and social integration for those with relatively low levels of English proficiency.” (Integrated Communities English Language Programme, 2018).

EAL assessment continuum

Created: Wed 4th Feb 2015

Including a useful EAL Progress Review and links to different EAL assessment continua

When teaching EAL, assessment procedures need to be in place in order to have a concrete analysis of student starting points.

This area is a minefield! Without other references or expertise to hand, a new teacher often turns to an expert for help… Google! Results popping up on the first page of a search shows the Oxford placement tests on the first page, but are they the answer?

Transitioning between home and school learning

Created: Mon 29th Jun 2020

Transitioning successfully between extended home and school learning has been the struggle of every affected school, across the globe, since the onset of the pandemic. None of us could have predicted what was about to happen back in January of 2020 and we still struggle to comprehend the enormous scale of the struggle.

School closures, however your school has approached these, have had a huge impact on learner engagement. Even the most prepared schools have struggled to engage learners to the same extent as when learning in the classroom.

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