Author: Lou Balikos
In our increasingly diverse society, where multiculturalism and multilingualism are celebrated, our educational institutions do not always reflect this reality. Bilingual and dual-language materials play a vital role in supporting language acquisition, promoting cultural understanding, and fostering inclusivity within the classroom. Yet, the truth is that ELL students are at a considerable disadvantage. A study by the National Education Association (NEA) estimated that by 2025, 1 out of 4 children will be an ELL student.
For many English Language Learners (ELL), classroom libraries are where the integration of linguistic skills occurs. When bilingual books and resources are made available, students feel more represented, can relate and form real-world connections, and experience equal opportunities to engage and further their participation in classroom instruction. Bilingual and dual language books not only assist students in learning English as a second language but also provide valuable opportunities for native English speakers to develop proficiency in another language. These resources promote bilingualism and biliteracy, which are skills that are becoming increasingly important in our interconnected world. Incorporating bilingual and dual-language materials into classroom libraries not only creates an inclusive space where students from different linguistic backgrounds feel represented and valued, but these resources also bridge students' home cultures and the school environment, encouraging a sense of pride in their identity.
Unfortunately, the lack of bilingual and dual language resources in classroom libraries impedes teachers' ability to meet the diverse needs of students effectively. Additionally, it limits their access to literature and educational materials for those learning English or another language and prevents students from engaging with stories and texts reflecting their experiences and cultures. For example, Early Asian and Greek civilization books are not distributed in Spanish, and rarely are they distributed in other languages. Therefore, for an ELL student to learn about early Asian civilizations at their level, they would need to be fluent enough in basic English to understand, and their teacher would need to create the tools necessary to accommodate them.
At T-H-E, we know this struggle intimately and recognize the value of multilingual resources, which is why we are committed to building classroom libraries reflecting our students' linguistic and cultural diversity. Our ready-made classroom libraries and kits, such as our upcoming cross-linguistic connections intervention kit, feature a wide range of books and games in domains that are often hard to find in Spanish. T-H-E products support language development, cultural appreciation, and the overall educational success of all learners.
Our collection covers various age groups and proficiency levels, from picture books for early readers to engaging novels for upper-level readers. In addition, our website features supplementary teaching materials and lesson plans designed specifically for our books. Together, as educators, we can make a difference by ensuring our classrooms are inclusive and enriched with the resources our students deserve.
