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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.
What happens when a child never hears their own language or they can never identify with any of the characters in the stories they read at school?
Whilst reading a book on reclaiming childhood ('Their name is today' by Johann Christoph Arnold) the chapter on 'learning differences and how to cater for them' triggered thoughts on teaching differences. At the end of the October article it was mentioned that EAL teaching should be evaluated in a different way due to the very nature of the subject and I shall try to clarify why.
Non-verbal communication such as body language, facial expressions and tone of voice convey information beyond words alone. It is an integral part of communication, building relationships and developing shared understanding. For some learners interpreting non-verbal communication is not always simple.
Tip or Idea: Understanding non-verbal communication can depend on many factors including cultural norms, situational context and the unique combination of words, actions and expressions used. Try to put communication in context and focus on more than simply the words used.