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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.
We’ve covered the theory, we’re enthusiastic and ready to get stuck in! However, as an early-stage teacher, we might also feel overwhelmed by the task and intimidated by the expectations. So where do we start? Initially, the question is: What do I teach? This article answers some of the questions related to language teaching.
Although Inclusion is a central theme of UK policy, there are limited directives on EAL provision in mainstream classes (Costley 2014) This can have implications for international environments too, which model their practice on the UK or have UK trained teachers. Policy has significant implications for teachers who may be underprepared to support EAL pupils.
How can the new-to-English language learners and their teachers work together to provide a successful language learning experience when curriculum content is the priority? Rubin & Thompson (1982) researched and found 14 characteristics of a good language learner.
If each characteristic of a good language learner can be developed for young learners into a ‘child friendly’ question, translated into their mother tongue (maybe orally) and unpicked, question by question, each characteristic can act as a guide for learners to try out new strategies.