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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.
The choice of appropriate materials for language learning can shape the learning experience, promote motivation and facilitate the learning process (Gilmore, 2007). EAL teachers evaluate their options and often wonder about the benefits of coursebooks compared to authentic, real-life texts and media content for their learners. This article suggests that the combination of textbooks and authentic materials is the way forward, not only for EAL teachers in class, but also for multilingual families who seek to support their children with language learning at home.
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.
Play is a crucial part of language development and ideas for play and games are an essential part of any teacher’s toolkit. One of the most informal and obvious contexts for language development takes place in the playground for any child (Pinter, 2006). Children will often pick up every day language from their peers and this can be an essential part of their learning. Pinter (2006) explains that when a child moves to a new country, after the initial silent phase, children will then start to pick up phrases, conversation language and so-called playground language fairly fast.