Multilingual books in the classroom? Yes, please!
Developing proficiencies in multiple languages and being allowed to actively use them is crucial for multilingual children’s wellbeing and sense of belonging1. Multilingual books are tools to reach these goals and more by offering incredibly rich, inclusive learning experiences for everyone in the classroom2. In this blogpost, we tell about what types of multilingual books exist, what their benefits are and how teachers can use them in the classroom.
Multilingual children’s books: What are they?
Multilingual books may be many kinds. We here refer to multilingual children’s literature that includes pictures/illustration, as well as multilingual text, arranged in three ways3:
1. Dual/bilingual language books: There are two languages for narrating the story. Text is displayed simultaneously in two languages, e.g. on two pages next to each other, or on the same page in two passages.
2. Interlingual books: These books have typically one main language that narrates the story, but other languages appear throughout the text (words, sentences, paragraphs).
3. Translated books: These are translated versions of books in other original languages. The story appears in different languages in different books.
What are the benefits of using multilingual books?
Research shows that multilingual books have many benefits, for example, …
¤They support the development of multiliteracy skills: When children learn with multilingual books, they can develop high level literacy skills in multiple languages and in multiple modalities (written text, verbal speech, visuals)4.
¤They offer opportunities for children to develop reading comprehension across different linguistic and cultural contexts, and between translations5, and to become critical readers and critical thinkers6.
¤They help instilling positive learner identities by increasing a sense of motivation and engagement in literacy activities7.
¤They support teachers to find creative ways to respond to cultural and linguistic diversity in the classroom, and actively draw on students’ knowledges, multiple identities and life experiences8.
¤They can strengthen family-school relationships and parental engagement9.
What can teachers do with multilingual books in the classroom?
Books, of course, do not have an effect in their own, but it is through the ways people use them that they become a source of learning. Research shows wonderful examples of how teachers may use multilingual books as a starting point to develop activities that support learning and embrace diversity and multilingualism at the same time10. Here are some examples:
¤Vocabulary exercises in multiple languages individually, in pairs, in groups11.
¤Technical reading exercises in home languages and the language of schooling in mixed groups or pairs12.
¤Language analytical conversations by comparing translations of text and words, text and image13.
¤Discussions about languages, cultures and identities in ways they resonate with students, and allow for dialogue14.
¤Creative writing, storytelling and artwork tasks15.
¤Inviting parents and other family members to take part in shared multilingual storytelling and/or story making activities16.
Conclusions and an example
Using multilingual books is not always easy and teachers’ circumstances play a key role in whether and how such books become part of learning. Some issues are, for example, monolingual language policies and beliefs in schools and among teachers17, lack of teacher education on the matter, or little support in making such books widely available18. The latter is one of the reasons why we created the Co-Lingual-S children’s book entitled ‘I speak many languages, how about you?’. It is free to download from this website and you can also lend it from five libraries in Belgium. Find out more here !
This blog post is part of the Co-Lingual-S project and is written by Nikolett Szelei, based on selected literature.
Bibliography
1 Dekeyser, G. N., Swicegood, C. G., & Agirdag, O. (2023). Multilingual children living in multilingual families: investigating factors impacting children’s happiness. International Journal of Multilingualism, 1-16. ; Van Der Wildt, A., Van Avermaet, P., & Van Houtte, M. (2017). Multilingual school population: Ensuring school belonging by tolerating multilingualism. International Journal of Bilingual Education and Bilingualism, 20(7), 868-882.
2 Hélot, C. (2011). Children’s literature in the multilingual classroom: Developing multilingual literacy acquisition. In C. Hélot & M. Ó. Laoire (Eds.), Language policy for the multilingual classroom: Pedagogy of the possible (pp. 42-64), Bristol, Buffalo, Toronto: Multilingual Matters.
3 Hadaway, N. L., & Young, T. A. (2018). Multilingual picturebooks. In B. Kummerling-Meibauer (Ed.), The Routledge companion to picturebooks (pp. 260 – 269), London, New York: Routledge.
4 Naqvi, R., McKeough, A., Thorne, K., & Pfitscher, C. (2013). Dual-language books as an emergent-literacy resource: Culturally and linguistically responsive teaching and learning. Journal of Early Childhood Literacy, 13(4), 501-528. ; Kümmerling-Meibauer, B. (2013). Code-switching in multilingual picturebooks. Bookbird: A Journal of International Children’s Literature, 51(3), 12-21. ; Pitkänen-Huhta, A., & Pietikäinen, S. (2014). From school task to community effort: children as authors of multilingual picturebooks in an endangered language context. In C. Hélot, R. Sneddon, & N. Daily (Eds.), Children’s literature in multilingual classrooms (pp. 138 – 153). Stoke on Trent, London: Trentham Books. ; Sneddon, R. (2008). Young bilingual children learning to read with dual language books. English Teaching: Practice and Critique, 7(2), 71-84. ; Sneddon, R. (2009). Bilingual books, biliterate children. Learning to read through dual language books. Stoke on Trent, London: Trentham Books.
5 Sneddon, 2008, 2009, Ibid.
6 Dolan, A. (2014). Intercultural education, picturebooks and refugees: Approaches for language teachers. CLELE Journal, 2(1), 92-109.
7 Naqvi et al., 2012, Ibid. ; Sneddon, 2008, 2009, Ibid.
8 Hélot, 2011, Ibid.
9 Naqvi et al., 2012, Ibid. ; Sneddon, 2009, Ibid.
10 Blakeney-Williams, M., & Daly, N. (2013). How do teachers use picturebooks to draw on the cultural and linguistic diversity in their classroom. Journal of Children’s Literature, 2, 44-50. ; Hélot, 2011, Ibid. ; Naqvi et al., 2012, Ibid. ; Simoncini, K., Pamphilon, B., & Simeon, L. (2019). The ‘Maria’books: the achievements and challenges of introducing dual language, culturally relevant picture books to PNG schools. Language, Culture and Curriculum, 32(1), 78-93.
11 Blakeney-Williams & Daly, 2013, Ibid.
12 Sneddon, 2009, Ibid. ; Simoncini et al., 2019, Ibid.
1 Adam, H., & Barratt-Pugh, C. (2020). The challenge of monoculturalism: what books are educators sharing with children and what messages do they send?. The Australian Educational Researcher, 47(5), 815-836. ; Zygmunt, E., Clark, P., Tancock, S., Mucherah, W., & Clausen, J. (2015). Books like me: Engaging the community in the intentional selection of culturally relevant children’s literature. Childhood Education, 91(1), 24-34.
2 Hélot, C. (2011). Children’s literature in the multilingual classroom: Developing multilingual literacy acquisition. In C. Hélot & M. Ó. Laoire (Eds.), Language policy for the multilingual classroom: Pedagogy of the possible (pp. 42-64), Bristol, Buffalo, Toronto: Multilingual Matters.
3 Hadaway, N. L., & Young, T. A. (2018). Multilingual picturebooks. In B. Kummerling-Meibauer (Ed.), The Routledge companion to picturebooks (pp. 260 – 269), London, New York: Routledge.
4 Naqvi, R., McKeough, A., Thorne, K., & Pfitscher, C. (2013). Dual-language books as an emergent-literacy resource: Culturally and linguistically responsive teaching and learning. Journal of Early Childhood Literacy, 13(4), 501-528. ; Kümmerling-Meibauer, B. (2013). Code-switching in multilingual picturebooks. Bookbird: A Journal of International Children’s Literature, 51(3), 12-21. ; Pitkänen-Huhta, A., & Pietikäinen, S. (2014). From school task to community effort: children as authors of multilingual picturebooks in an endangered language context. In C. Hélot, R. Sneddon, & N. Daily (Eds.), Children’s literature in multilingual classrooms (pp. 138 – 153). Stoke on Trent, London: Trentham Books. ; Sneddon, R. (2008). Young bilingual children learning to read with dual language books. English Teaching: Practice and Critique, 7(2), 71-84. ; Sneddon, R. (2009). Bilingual books, biliterate children. Learning to read through dual language books. Stoke on Trent, London: Trentham Books.
5 Sneddon, 2008, 2009, Ibid.
6 Dolan, A. (2014). Intercultural education, picturebooks and refugees: Approaches for language teachers. CLELE Journal, 2(1), 92-109.
7 Naqvi et al., 2012, Ibid. ; Sneddon, 2008, 2009, Ibid.
8 Hélot, 2011, Ibid.
9 Naqvi et al., 2012, Ibid. ; Sneddon, 2009, Ibid.
10 Blakeney-Williams, M., & Daly, N. (2013). How do teachers use picturebooks to draw on the cultural and linguistic diversity in their classroom. Journal of Children’s Literature, 2, 44-50. ; Hélot, 2011, Ibid. ; Naqvi et al., 2012, Ibid. ; Simoncini, K., Pamphilon, B., & Simeon, L. (2019). The ‘Maria’books: the achievements and challenges of introducing dual language, culturally relevant picture books to PNG schools. Language, Culture and Curriculum, 32(1), 78-93.
11 Blakeney-Williams & Daly, 2013, Ibid.
12 Sneddon, 2009, Ibid. ; Simoncini et al., 2019, Ibid.
13 Sneddon, 2009, Ibid.
14 Naqvi et al., 2012, Ibid.
15 Blakeney-Williams & Daly, 2013, Ibid. ; Hélot, 2011, Ibid. ; Sneddon, 2009, Ibid.
16 Rosado, L., Amaro-Jiménez, C., & Kieffer, I. (2015). Stories to Our Children: A Program Aimed at Developing Authentic and Culturally Relevant Literature for Latina/o Children. School Community Journal, 25(1), 73-93. ; Simoncini et al., 2019, Ibid. ; Sneddon, 2009, Ibid.
17 Agirdag, O. (2010). Exploring bilingualism in a monolingual school system: Insights from Turkish and native students from Belgian schools. British journal of sociology of education, 31(3), 307-321. ; Pulinx, R., Van Avermaet, P., & Agirdag, O. (2017). Silencing linguistic diversity: The extent, the determinants and consequences of the monolingual beliefs of Flemish teachers. International Journal of Bilingual Education and Bilingualism, 20(5), 542-556. ; Dursun, H., Agirdag, O., & Claes, E. (2023). Unpacking preservice teachers’ beliefs about students’ home languages: what matters in initial teacher education?. Journal of Multilingual and Multicultural Development, 1-16.
18 Simoncini et al., 2019, Ibid.
Pitkänen-Huhta, A., & Pietikäinen, S. (2014). From a school task to community effort:
Pitkänen-Huhta, A., & Pietikäinen, S. (2014). From a school task to community effort:
children as authors of multilingual picture books in an endangered language context.
In C. Helot, R. Sneddon, & N. Daly (Eds.), Children’s Literature in MultilingualClassrooms (pp. 138-153). Stoke on Trent, London: Trentham Books. ;
Pitkänen-Huhta, A., & Pietikäinen, S. (2014). From a school task to community effort:
children as authors of multilingual picture books in an endangered language context.
In C. Helot, R. Sneddon, & N. Daly (Eds.), Children’s Literature in MultilingualClassrooms (pp. 138-153). Stoke on Trent, London: Trentham Books. ; Sneddon, R. (2008). Young bilingual children learning to read with dual language books. English Teaching: Practice and Critique, 7(2), 71-84. ; Sneddon, R. (2009). Bilingual books, biliterate children. Learning to read through dual language books. Stoke on Trent, London: Trentham Books.
Naqvi, R., McKeough, A., Thorne, K., & Pfitscher, C. (2013). Dual-language books as an emergent-literacy resource: Culturally and linguistically responsive teaching and learning. Journal of Early Childhood Literacy, 13(4), 501-528. ; Kümmerling-Meibauer, B. (2013). Code-switching in multilingual picturebooks. Bookbird: A Journal of International Children’s Literature, 51(3), 12-21. ; Pitkänen-Huhta, A., & Pietikäinen, S. (2014). From a school task to community effort:
children as authors of multilingual picture books in an endangered language context.
In C. Helot, R. Sneddon, & N. Daly (Eds.), Children’s Literature in Multilingual
Classrooms (pp. 138-153). Stoke on Trent, London: Trentham Books. ; Sneddon, R. (2008). Young bilingual children learning to read with dual language books. English Teaching: Practice and Critique, 7(2), 71-84. ; Sneddon, R. (2009). Bilingual books, biliterate children. Learning to read through dual language books. Stoke on Trent, London: Trentham Books.
3