Using and Researching Dual Language Books for Children

The Dual Language Action Research Project (2002-2004)

Action research dual language group: recent arrivals speaking many languages

A.M. teaches in a primary school in the south of Newham whose pupil profile has changed rapidly in just a few years. 28% of children are bilingual, with the main languages being Croatian, Albanian, Swahili, Bengali and Turkish, whereas until very recently the school population was monolingual English speaking.

To help welcome new pupils and meet their needs, A.M. has made full use of the opportunities offered by the Action Research Project. As well as trying out ideas suggested by her colleagues, such as making a welcome tape, she has been involved in piloting new resources provided by the publisher. She experimented with a trial version of the commercially produced welcome CD and noted that it needed to be modified to meet the needs of Early Years settings. An Early Years version is now commercially available

Dual language books as core books.

To support the learning of English, to value and promote bilingual learning and to introduce the whole school to the languages used in the community, A.M. used the following strategies:

• Using the Core Books concept (from the Centre for Literacy in Primary Education (www.clpe.co.uk/publications/public05.html) she ensured that all new books ordered were dual text, in the languages spoken by the bilingual children in school. 
• She made Story Sacks to accompany the books and ensured that they included materials in the relevant languages as well as English.
• Parents and bilingual colleagues and visitors were invited to use the dual language books to read stories to the whole class in Croatian, Bengali, Albanian, Turkish and French

• Parents borrowed the books and the Story Sacks to read with their children at home in both languages and use the contents for story related activities with their children.
• Games were developed to accompany the books, to be played in class to provide the interactive opportunities that support the learning of English. A.M. used a pre-publication copy of Not Again Red Riding Hood and developed a game, a version of which was subsequently published by Mantra Lingua.

• Story sacks: “A story sack is a large cloth bag containing a good quality storybook with supporting materials, such as puppets, soft toys and a game to stimulate reading/language activities. There is usually a cassette tape with the story recorded onto it so the children can follow along and act out.” http://www.standards.dfes.gov.uk/parentalinvolvement/pics/pics_storysacks/ For further information about Story Sacks click http://www.literacytrust.org.uk/socialinclusion/earlyyears/storysackspractice.html
• Staff and children in the whole school developing an interest in and positive attitudes to bilingualism
• All children becoming interested in languages and learning some phrases
• New arrivals feeling confident and welcome in their new school, proud of their languages and progressing in English
• New parents building strong relationships with staff in the school and taking an active part in supporting their children’s reading.

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