Dual-language books: Enhancing engagement and language awareness
Abstract
This study in Calgary, AB explored how dual-language books (DLBs) can foster literacy instruction and learner engagement through language awareness. Canada’s changing demographics have resulted in mother tongue diversity and many urban schools identifying at least 25% of students as being English language learners, making it crucial to include a mix of languages in classroom interactions to engage all learners. The case study combined prereading linguistic prompts with a reading of 10 DLBs, one each week, by guest readers in Urdu, Tagalog, and Spanish, alongside the teacher reading in English. Video recordings and
surveys collected data on the teacher’s, guest readers’, and learners’ reflections on the experience. Findings indicate that regardless of the learners’ linguistic heritage or English language competence, the DLBs offered a unique support for literacy engagement while fostering a focus on language awareness, reading strategies, and higher order engagement with text.
Notes
Community organizations: unidentified partner school in Calgary
Integration timeline: not defined
Future research / gaps identified:
Examine how students could be supported with think-aloud study guides and a K-W-L (know, want to know, learned) chart revised to include “D” for “did” and “S” for “still want to know.”
Key findings:
Reading DLBs in class fostered:
Enhanced language and intercultural awareness.
Reflection on linguistic similarities, differences and meaning making between students’ native languages and English.
Strengthened language identities.
Key populations: youth
Key recommendations:
Continue researching how multilingualism is affecting how education is delivered.
Identify and magnify how language initiatives like this are tied to social justice for marginalized students.
Analyze how to best serve students who are new to any language, including English, in dual-language education.
Location: Calgary, AB
Open access: No