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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.
Brewster, Ellis and Girard (2012) discuss the idea of playing Bingo or Dominoes as games for connecting various curriculum areas. Brewster (2012) explains that playing games like these can be a support for learning target vocabulary, for example, playing a Dominoes game before or after reading where learners can either match the words or the pictures together as they listen is an excellent way to learn the target language. You may be studying the human skeleton vocabulary in the game and making connections to the class book e.g.
‘Stories and storytelling are fundamental to the human experience.’ Nunan (2012).
How societies, schools, and families view and support learners with SEND is often shaped by cultural beliefs, values, and traditions. It is important to consider the families you work with and be aware of potential differences. Respecting values, adapting approaches, and using inclusive language can help to achieve strong partnerships between school and home. Terms like special needs or disability may not always translate directly across languages, so discussing strengths and differences may be a more helpful approach.