Literacy Development in Multicultural Settings with Digital Dual-language Books

Yıldız Turgut, Ufuk Tuncer

Abstract


Problem Statement: Providing a story in two languages, digital dual-language storybooks can play an important role in supporting EFL students. cultural awareness, language and literacy skills. Based on constructivist theoretical framework, this study investigates the impact of digital dual-language storybooks on bilingual learners. vocabulary knowledge and reading comprehension skills.
Methods: The participants of the study were ten seventh and eighth grade students who were bilingual in Arabic and Turkish, studying English at an elementary level as a compulsory course at a primary school in Turkey. In order to determine the impact of digital dual-language storybooks, the students read two different digital dual-language storybooks individually at different times. Through the process, think aloud procedures, observations and semi-structured interviews were conducted.

Transcriptions of observations and interviews were analyzed through discourse analysis.
Findings and Results: The results of the study indicated that the use of dual language books have a significant impact on learners. vocabulary knowledge growth. Using digital dual-language storybooks, learners can develop some strategies for learning new words, make use of images in comprehending the story and engage eagerly to the stories as they reflect and value their own culture and heritage.
Conclusions and Recommendations: Awareness about new language systems, diversity and multiculturality in learners. immediate environment can be raised.

 


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