Magda and Albana: Learning to Read with Dual Language Books

Autor/in	Sneddon, Raymonde
Titel	Magda and Albana: Learning to Read with Dual Language Books
Quelle	In: Language and Education, 22 (2008) 2, S.137-154 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.2167/le741.0
Schlagwörter	Mothers; Daughters; Reading Strategies; Foreign Countries; Literacy; English (Second Language); Indo European Languages; Bilingualism; Bilingual Instructional Materials; Books; Transfer of Training; Elementary School Students; Parent Child Relationship; Native Language Instruction; Reading Skills; Language Fluency; United Kingdom (England) + Suchen Sie Ihr Suchwort? Mother; Mutter; Daughter; Tochter; Reading strategy; Leselernstufe; Lesetechnik; Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Indoeuropäisch; Bilingualismus; Book; Buch; Monographie; Monografie; Training; Transfer; Ausbildung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Native language education; Muttersprachlicher Unterricht; Reading skill; Lesefertigkeit; Language skill; Language skills; Sprachkompetenz
Abstract	This paper explores the ways in which dual language books are used in England to support bilingual pupils in school. While pupils in many schools speak a wide range of languages at home, these hardly feature in the curriculum. In the context of a project in which an education authority provided dual language books to primary schools, the paper describes how two women used Albanian/English story books to teach their six-year-old daughters to read in Albanian. The study reports on how the mothers and their children used both texts to transfer skills from one language to another, to negotiate meaning in both languages and to compare reading strategies. At the end of the school year the girls were reading in English with the best in their class, were developing fluency in Albanian and using it more in the home. Their mothers had become closely involved in their daughters' schooling and reported improvements in their own English literacy skills. The teacher's role was crucial: by providing support and resources to parents she enabled them to help their children become additive bilinguals in a situation in which they were beginning to lose the active use of their first language. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10