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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.
When surrounded by nature, one experiences many positive changes, such as emotional well-being, self esteem, resilience, and health-related quality of life (Tillmann, Tobin, Avison, 2018). It was noted that:
Cloze procedures are tasks where learners fill in the blanks in a text from which entire words have been omitted. Learners decide on the most appropriate words to fill the gaps from a bank of provided words. The word 'cloze' (close) is derived from the word 'closure', whereby participants complete a not quite finished pattern or text by inserting or choosing words to give the text closure (Walter, 1974).
As well as being interesting and engaging, non-fiction texts help to develop learners’ academic vocabulary and support learning across the curriculum. Learners can use non-fiction texts to develop knowledge, retrieval, and comprehension skills, and this can be developed even further with higher level skills such as analysis and evaluation. Learners with SEND may find the bite-sized facts, clear sections and subheadings, and accompanying diagrams or illustrations in non-fiction texts less overwhelming than a longer narrative text.