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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.
Sometimes our students who have English as an additional language seem to be having more difficulty than expected developing their language, and accessing the rest of the curriculum. Most teachers have become more aware of the signs of dyslexia (and other specific learning differences), but the overlap with the language learning process makes it much more complex to identify EAL learners who also have a SpLD.
When surrounded by nature, one experiences many positive changes, such as emotional well-being, self esteem, resilience, and health-related quality of life (Tillmann, Tobin, Avison, 2018). It was noted that:
A wide reading programme is promoted as a key vehicle for learners of English as an additional language (EAL) to improve their English language skills and become successful readers in English. Typically, such a programme involves learners being exposed to an extensive variety of reading materials both as independent readers and in structured sessions facilitated by a teacher or teaching assistant.