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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.

EAL learner wellbeing and academic performance

Created: Tue 5th Sep 2023

A learner’s wellbeing is vital to their achievement and overall success. Nevertheless, an EAL (English as an Additional Language) learner’s wellbeing should be considered more thoroughly when discussing their academic performance and achievements. A learner who speaks “a language other than English as their first language and needs additional support to develop a proficiency in English” (Twinkl, n.d) is considered to be an EAL learner. They can come from a diverse, multilingual and/or refugee background.

What is EAL? - Talking to other teachers about EAL

Created: Mon 16th Aug 2021

You're the EAL lead in your school - or a teacher with responsibility for EAL. You're a class teacher who's been asked to look into EAL - or a teaching assistant who runs a special EAL group. But do your colleagues really know what you do? Do they know what EAL is - and why it matters for all staff in a school, and not just you?

Home learning: minibeasts project for primary pupils

Created: Wed 3rd Jun 2020

As I write this, it is Mental Health Awareness Week in the UK, hosted by the Mental Health Foundation, with World Wellbeing Week fast approaching. My thoughts are turning to the power of nature to lift spirits, lighten moods and provide a positive focus. To celebrate and utilise access to the outdoors, I'd like to share an example of an outdoor home learning project that combines fresh air, exercise and connection with nature with the development of English language proficiency in primary-aged EAL pupils.

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