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Learning Village

Dual language texts

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What are you interested in?

6-11 year-olds 'The Village'

Blended vocabulary, language structure and reading programme for EAL and multilingual learners

Image as the language of instruction for learners of ANY language background

Independent learning • small-group teaching • differentiation in class • high interest, low level reading support

For 6-11 year-olds

11-16 year-olds 'The Islands'

Blended vocabulary, language structure and reading programme for EAL and multilingual learners

Image as the language of instruction for learners of ANY language background

Independent learning • small-group teaching • differentiation in class • high interest, low level reading support

For 11-16 year-olds

Post-16/adults (Community Village)

Blended vocabulary, language structure and reading programme for ESOL and multilingual adult learners

Supporting school community members with their integration into school community life!

High interest, low level reading - image as the language of instruction for learners of ANY language background.

AssessEP

Across Cultures English Proficiency Assessment (AssessEP) is an easy assessment to administer, suitable for learners aged 7+ through to adult.

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Approximate reading time: 1 minute

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.

Empowering families through parent workshops

Created: Wed 7th Feb 2024

What could be more powerful for parents than being provided with information, skills, resources and tools to support them as a family unit and educators for their children?

Supporting parents in maintaining their children's mother tongue

Created: Fri 11th Mar 2016

Often, for busy EAL teachers, the focus is on the child. However, it is important to remember that, for some parents, the transition period can be just as difficult.

Approaches to bilingual upbringing

Some parents worry about bringing up their child with two languages and question whether it would be more beneficial for the child if they speak the language of the new country to help them become more competent in the new language and learn it faster. We need to discourage this approach, supporting parents in understanding the value of using their mother tongue.

Building trust between the school and its diverse families

Created: Tue 30th Sep 2025

Why trust matters

Trust is the foundation of any meaningful school-family relationship. When it is strong, parents feel welcome, students feel supported, and schools can create the best conditions for learning. Research shows that trust between families and schools is directly linked to improvements in student engagement and achievement (Bryk and Schneider, 2002).

Here is a scenario close to my heart:

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