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.
There are many ways to use flashcards in the classroom. When introducing new vocabulary, they can be used by teachers to provide engaging visuals for learners to comprehend the meanings of new words, revise, and practise recall with games. In addition to this, learners can use flashcards independently to memorise, revise, and consolidate new language.
Beckmann (2009) defines the term ‘cross-curricular teaching’ as ‘instruction within a field in which subject boundaries are crossed and other subjects are integrated into the teaching (how and for whatever purpose or objective)’.
Similarly, see here for guidance on CLIL (content and language integrated learning) teaching.
Parents are important stakeholders in their children’s education; they are often agents of educational change as they join a school community with social needs that tend to mirror general social trends, which should not be overlooked by school staff (Enever & Moon, 2009).