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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.
Graphic organisers can be a powerful tool for learners with dyslexia. They enable learners to plan and structure their ideas in a visual and accessible way. Focusing on getting ideas organised before navigating challenges with grammar and spelling can be a positive approach. The visual scaffold reduces working memory strain by keeping ideas clearly organised and structured. This allows more cognitive space for sentence construction and spelling, which might be challenging.
Although Inclusion is a central theme of UK policy, there are limited directives on EAL provision in mainstream classes (Costley 2014) This can have implications for international environments too, which model their practice on the UK or have UK trained teachers. Policy has significant implications for teachers who may be underprepared to support EAL pupils.
It is Friday morning; the Head teacher comes to tell you that on Monday morning you will have a new student arriving who does not speak much English. How can you give a successful welcome for that student given the time frame?