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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.
There is no denying that in the 21st century, teachers have gone from strength to strength in using technology in the classroom and this has changed the classroom landscape significantly. The digital age has introduced new avenues to explore for learning and teaching beyond the traditional classroom methods.
Immersion in the new language and regular practice are fundamental aspects of fluency development in second language acquisition and instruction. However, there is much discussion on the benefits of using learners’ first language (L1) in language lessons (Cummings, 2007). This article explores some of the main benefits of incorporating students’ L1 in ESOL instruction as well as some practical ideas for activities that could be used for this purpose.
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.