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The Power of Dual Language Texts

What are some dual language strategies that you can implement that will support L1?

Allow students to present their dual language texts in multiple ways. This includes oral read-aloud (either in small groups or at a school assembly), video and or audio recordings.

Begin with writing in their L1 first and then engaging in group work/working with a partner of a similar cultural/linguistic background to translate in English. This helps students build their vocabulary, understand grammatical structures and effective sentence formations. Moreover, it gives students opportunities to build social relationships.

Show samples of previous students to inspire and act as a model for students who in particular need some guidance navigating the writing process (e.g., formulating ideas, drafting and editing).

Use assistive technology for writing/spelling such as Google Read and Write.

Encourage students to design their own illustrations to unleash their creativity and imagination. This also does not put too much emphasis on their level of writing.

Dual language texts should build on students' strengths, previous learning, lived experiences and knowledge (Cummins, 2005).

Ask parents to be involved in helping their child draft the text in their first language. This further solidifies their literacy skills in their L1 ("Valuing Multilingualism and Multiculturalism", n.d.).

Why must we support the use of dual language texts in the classroom?

Identity

To highlight students' strengths and personalities ("Valuing Multilingualism and Multiculturalism", n.d.).

To allow students' L1 proficiency to assist in English language acquisition (The Ministry of Education, 2005).

To reinforce and value students' multiple identities (e.g., multilingual identities) (The Ministry of Education, 2005).

To promote cultural beliefs (The Ministry of Education, 2005).

What are some of the specific benefits students can gain when teachers adopt this approach?

Cultural Benefits

Students build active global citizenship attitudes and skills.

Parents and community groups are more involved in the learning and in school initiatives and or events.

Parents become accountable in terms of assuming responsibility for their child's social, cultural, emotional and academic development ("Valuing Multilingualism and Multiculturalism, n.d.).

Parents themselves, are also developing their English literacy skills by viewing, listening and interacting with dual language texts created by the students (Valuing Multilingualism and Multiculturalism, n.d.).

All students adapt broader perspectives, knowledge and learn about other cultures, behaviours and languages that differ from the mainstream, creating a close-knit classroom community (The Ministry of Education, 2005).

Students are more inclined to maintain their L1, cultural values and attitudes through adopting the dual-language approach. Otherwise, they risk losing these linguistic skills and sense of multilingualism (Cummins, 2005).

Students can express themselves using their own L1 and ideas which is an empowering experience and assures them that their voices are heard.

Academic Benefits

Fosters a safe, inclusive space for collaboration, sharing of ideas and imparting knowledge ("Valuing Multilingualism and Multiculturalism, n.d.).

Student-directed learning environment.

"Promoting literacy development in the ESL student's first language will facilitate the acquisition of literacy in English. Accessing prior knowledge through the use of their first language provides the framework for learning" ("Valuing Multilingualism and Multiculturalism", n.d.).

Mental/Emotional Benefits

Students feel a strong sense of belonging in the classroom, within the school and greater community context.

Develops critical thinking and problem-solving skills (The Ministry of Education, 2005).

Students are cognitively challenged and encouraged to be flexible (The Ministry of Education, 2005).