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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.
The term 21st Century skills is becoming significantly part of the classroom learning environment, but what exactly does that mean? There are a few definitions, however, in essence, these are the skills that our learners need to prepare them for their future (Puchta & Williams, 2014), taking them from their studies, to their futures as adults.
Many researchers today acknowledge the 4C’s. They are known as:
Effective assessment for learning (AfL) is ‘informed feedback to pupils about their work’ (Shaw, 1998). As Broadfoot et al (1999) discuss, there are five key ways in which we can enhance learning by assessment. These steps can be universally applied to all learning and all learners, and thus address the learning needs of EAL learners in physical and virtual classrooms. They are:
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.