We Care About Your Privacy
By clicking “Accept all”, you agree to the storing of cookies on your device to enhance site navigation, analyze site usage, and assist in our marketing efforts. View our Privacy Policy.
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.
It is often easier for learners who are new to English to cope with the arithmetic areas of the mathematics curriculum, rather than with problem-solving activities, as the former require the use of less English. It is important that children learning EAL are familiar with and able to use mathematical language to achieve their potential in all areas of the subject.
In the last edition, we considered the importance of not using a Whole Language approach in isolation as a primary method of literacy instruction, but rather ensuring that a systematic, skills-based approach is used to guarantee reading and writing progression for second language learners. This begs the question, which systematic approach should we use? The two systematic methods adopted by most practitioners for first language learners are the Analytical or Analytic Phonics approach or the Synthetic Phonics approach.
It is widely accepted that learners absorb and retain more information when they are engaged and having fun in the language classroom. Interaction between learners will occur naturally and consequently provide an environment for authentic communication practice. For the purpose of this blog, the word ‘fun’ is interpreted as being entertaining and engaging. A good test, as suggested by Wright, Betteridge and Buckby (2009), might be to ask: ‘Would the learners be happy to do this activity in their own language?’