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Dual language texts

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6-11 year-olds 'The Village'

Blended vocabulary, language structure and reading programme for EAL and multilingual learners

Image as the language of instruction for learners of ANY language background

Independent learning • small-group teaching • differentiation in class • high interest, low level reading support

For 6-11 year-olds

11-16 year-olds 'The Islands'

Blended vocabulary, language structure and reading programme for EAL and multilingual learners

Image as the language of instruction for learners of ANY language background

Independent learning • small-group teaching • differentiation in class • high interest, low level reading support

For 11-16 year-olds

Post-16/adults (Community Village)

Blended vocabulary, language structure and reading programme for ESOL and multilingual adult learners

Supporting school community members with their integration into school community life!

High interest, low level reading - image as the language of instruction for learners of ANY language background.

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Open to all: Introduction to the Learning Village (Primary and Secondary) - September session

Wednesday 16th September 2026, 8am and 2pm UK time

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Open to all: Introduction to the Learning Village (Primary and Secondary) - November session

Wednesday 18th November 2026, 8am and 2pm UK time

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Wednesday 2nd December 2026, 8am and 4pm UK time

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Open to all: Introduction to the Learning Village (Primary and Secondary) - February session

Wednesday 3rd February 2027, 8am and 2pm UK time

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Open to all: Introduction to Community Village (Adult & Post-16 ESOL) - February session

Thursday 25th February 2027, 8am and 4pm UK time

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Open to all: Introduction to the Learning Village (Primary and Secondary) - May session

Tuesday 18th May 2027, 8am and 2pm UK time

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Open to all: Introduction to Community Village (Adult & Post-16 ESOL) - May session

Wednesday 25th May 2027, 8am and 4pm UK time

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Approximate reading time: 1 minute

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.

Is Maths really a universal language for EAL learners?

Created: Tue 14th May 2019

Maths is often a subject that is not given the same priority as others when it comes to the teaching of learners with English as an additional language (EAL). You may have heard the statement that maths is a universal language: there is often an expectation that EAL learners will be able to access the subject in the same way as their monolingual peers, without being given any additional consideration.

Why use a graphic organiser?

Created: Thu 4th Aug 2022

We all know that there can be resistance to writing in the EAL classroom. To break this barrier, we need to consider the reasons for this, which are often due to a lack of scaffolding and under-confident learners. Working through a process of reading a model text, deconstructing it and then reconstructing your own text by following a scaffold, leads to more satisfactory outcomes.