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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.
The National Learning and Work Institute (2018) completed a randomised controlled trial of a Community-Based English Language intervention aimed at people with very low levels of functional English proficiency. Findings showed “a strong and clear positive impact that attendance on an intensive 11-week Community-Based English Language course has on both English proficiency and social integration for those with relatively low levels of English proficiency.” (Integrated Communities English Language Programme, 2018).
Have you ever considered to what extent a learner’s English language proficiency level affects their academic success in English-medium school?
English language proficiency is usually measured by learners’ ability to use English effectively in different contexts, i.e. how well they can speak, listen, understand, read and write in English.
An additional adult can be very effective in supporting teachers with EAL learners in the classroom. An additional adult may be a teaching assistant, learning support assistant or just a regular volunteer. They can significantly enhance support for learner motivation, confidence and self-esteem (Wilson et al, 2003). If you are a classroom teacher, you may be observed on how best to deploy your additional adults against your school standards.