Dual Language Books for English as an additional language (EAL) Learners
Dr. Rahat Naqvi from the University of Calgary has done a tremendous amount of work studying English Language Learners and diversity in Canadian classrooms. As Calgary becomes increasingly multicultural, it is important for teachers to recognize the need for integration of materials geared toward EAL's in their classrooms.
Dual Language Books (DLBs)
"A dual language book presents the narrative in two languages, usually with English text on one page and the second language on the facing page. Dual language books are designed to be read simultaneously in English and in the second language by one or two readers. Our research outcomes indicate that the use of DLBs does not hinder the foundational literacy development of those children who are unilingual and facilitates the development of those that speak the languages targeted in the DLBs" (Naqvi, 2014).
As an emerging teacher, this resource would be particularly useful when I inevitably encounter a student whose first language is not English. These books would also provide an opportunity for inclusion in an area where some English Language Learners may feel uncomfortable. Other children may find the non-English language to be "cool" and may like to hear their peer read the same story in another language as the English-fluent child follows along.
Dual Language Books (DLBs)
"A dual language book presents the narrative in two languages, usually with English text on one page and the second language on the facing page. Dual language books are designed to be read simultaneously in English and in the second language by one or two readers. Our research outcomes indicate that the use of DLBs does not hinder the foundational literacy development of those children who are unilingual and facilitates the development of those that speak the languages targeted in the DLBs" (Naqvi, 2014).
As an emerging teacher, this resource would be particularly useful when I inevitably encounter a student whose first language is not English. These books would also provide an opportunity for inclusion in an area where some English Language Learners may feel uncomfortable. Other children may find the non-English language to be "cool" and may like to hear their peer read the same story in another language as the English-fluent child follows along.
REFERENCE
Naqvi, R. (2014). Dual Language Database. Retrieved from: http://www.rahatnaqvi.ca/wordpress/dual-languages-database/