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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.
A School Language Profile is an invaluable tool!
In the previous article we looked at the thorny issue of EAL learners with specific learning differences (SpLD). We discussed how identification of SpLD in EAL learners could be a long and frustrating process. We looked at some possible, non-language based assessments. At the end of the article we discussed the possibility of using a ‘language profile’ to help identify possible concerns at an early stage.
"Sawasdee krub!”
“nǐ hǎo!”
“Hello!”
“Annyeonghaseyo!”
As a leader of an international school setting over the last decade, my fluency in saying ‘hello’ in multiple languages has only improved! Taking advice and guidance from families and the community has made a huge difference in creating an important sense of belonging, not only for the children but the parents, too.
In cases where you have an absolute beginner to English, an induction-to-English is supportive. Yes, we need to be differentiating for the Curriculum Access in class too, but let's help our learners with some of the basics in a regular small group or one-to-one supportive English learning session...