Abstract
Scientifically designed dual language books are the premise and basis for ensuring smooth bilingual teaching. To design dual language books for children in Britain, it is necessary to fully consider the practicality of their books and meet the actual needs of schools. The dual language books should be easy to learn and teach, practical and interesting, so as to meet the bilingual learning needs of British children. This essay will cut into the resources of the UK’s major language communities and discuss the various factors that influence the design of dual language books, and related issues identified by the research project.
Highlights
The following essay focuses on better understanding the need for dual language books in the primary schools of Britain and it analyzes the key of the design issues shown in these books
This essay will cut into the resources of the UK’s major language communities and discuss the various factors that influence the design of dual language books, and related issues identified by the research project
It can be concluded that the design of dual text for use in the United Kingdom’s primary schools is neither straightforward nor simple and some key areas should be given special attention
Summary
The following essay focuses on better understanding the need for dual language books in the primary schools of Britain and it analyzes the key of the design issues shown in these books. The essay demonstrates that designing effective dual language books requires a considerable amount of equity that is focused on the equal restructuring of different languages It reveals that successful dual language books are those which can effectively respond to needs and take into consideration the placement of pictures and the direction of reading. This essay focuses on the resources produced for the main language communities in the UK where dual language books with non-Latin scripts are needed (Urdu, Gujarati, Punjabi, Cantonese and Mandarin). It identifies various factors influencing dual language book design and discusses related issues that have been identified by research projects such as the Multilingual Resources for Children Project, conducted at the University of Reading in 1995. Zheng describes what dual language books are, explains the need for dual language books in UK primary schools, illustrates diversification of value orientation and flexibility in the designing of dual language books, and discusses the various factors that influence the design of dual language books
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