Non-fiction dual language books – do we need them in Early
Years?
Iwona Macalka has had extensive experience of using dual language books in the early years
classroom. After many years of making books with parents and children she published two titles in
English and Polish, based on her travels in India and Tanzania. Her experience in the classroom
suggested to her that non-fiction dual language books should have a place in supporting young
children’s play.
Iwona retells the event that triggered her reflection on the topic.
“We want to play hospital” said one English speaking boy recently to me at the nursery. He was
accompanied by a French Speaking boy, who’s English is just developing. The other child nodded his
head and repeated: “Hospital”. I gave them the “Hospital box” which contained resources
supporting that particular role play. The children began to play and were soon joined by other
children. The children brought their personal experiences into the role play. I noticed that the new
learner of English as an additional language was starting to look unhappy and to show frustration
because he could not express to the others what he wanted to do and what equipment he wanted to
use. Unfortunately I do not speak French. The only way to support him was to go to the school library
and find an appropriate book. I found a dual language books called “Nita Goes to Hospital”. I
showed the child pictures and give him the vocabulary in English. He showed great interest and spent
some time to looking at it then used the books to communicate with the other children. He showed
them the illustration saying: “See? Like this”. What he was trying to do was to introduce his ideas
into the play. The boy took the book home to read it with his parents.
She decided to research the availability and use of non-fiction dual language books in her school,
what activities they could be used to support and whether their use encourages language development
and general knowledge. Through questionnaires to children, teachers and librarians. Iwona explored
children’s preferences, practitioners’ attitudes to dual language fiction and non-fiction books as well
as librarians reports on the patterns of borrowing of both types of books.
Her findings indicated that bilingual boys had a strong preference for non-fiction books. A majority of
practitioners surveyed reported using dual language non-fiction books and offered the following
examples of how they were used to support children’s learning:
 One-to-one activity
 Themed activity
 Topic activity such as celebrating festivals
 Table top displays
 Lending library to support children learning EAL and their parents
 Language activities
 To support and implement routines
 Cooking activities
 Gardening
Specific suggestions regarding their benefit for language development mentioned the learning of new
vocabulary.
With respect to general knowledge respondents suggested that non-fiction dual language books:
 Help to raise awareness about different cultures and religions
 Extend general knowledge of the natural world, people, continents and
countries
 Reflect and mirror everyday life of cultural backgrounds
 Give information about cultural customs
 Provide facts
 Reinforce knowledge about colours and shapes
Limitations to the use of non-fiction dual language books were found to be the small number of titles
compared to fiction books and the difficulty of finding age-appropriate texts. The responses suggested
that many teachers were more comfortable with fiction books and had more ideas on how to use them.
Iwona also surveyed the use of dual language books from three public and two school libraries.
While the number of dual language books of both types held by the libraries varied greatly, the data
on loans suggested non-fiction dual language books were more popular in public libraries than fiction.
Iwona has considered research on boys’ preference for non-fiction books and on bilingualism in
education. She has explored research on the benefits of schools working in partnership with bilingual
parents to help create a multilingual and multicultural environment in a school. And the cognitive and
social benefits of bilingualism.
Based on her findings Iwona recommends:
After completing my research and analysing the data I will recommend that more non-fiction dual
language books should be available to EAL children, especially boys, parents and Early Years
practitioners. These books could be made by practitioners and parents, which would establish and
strengthen partnerships with parents. Of course we have to respect parental approach and attitude to
their home language.
The implementation of the outcomes of this study is taking place in my setting
already. There are more non-fiction single and dual language books being used to support all
activities. More of these books are available for children in the Book Corner. The children already
showed interest in these books. I noticed more boys, both learners of EAL and English Speakers
looking at books and discussing illustrations, which from the begging was my aim and intention.
She concludes:
Dual language books, both fiction and non-fiction, help people to retain their language. They help to
promote a strong sense of identity and self image in children and adults. They are very powerful and
positive tools. These books also introduce and provide different scripts to children who speak English
only, which may in future encourage their learning of another language.