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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.
Assessment in an EAL context takes many forms. It can be formal (e.g. tests and examinations), informal (e.g. teacher observations) or learner self-assessment.
The lack of a common language between children can be frustrating so we often assign buddies who have a common language to help our learners. Someone who speaks the same language can help the new student feel less alienated by speaking the same language and recounting what is being said and explaining what is happening. Students are often used as interpreters in schools. However, as with any translation, it can result in unintentionally misinterpretation.
The United Nations Convention on the Rights of the Child is a human rights treaty that encompasses specific children’s rights bound by international law. It was put in place by the United Nations (UN) in 1989 and “defines universal principles and standards for the status and treatment of children worldwide.” It is important because it states children’s basic, fundamental civil, political, economic, social and cultural rights to promote a safe and fulfilled childhood.