The Use Of Translanguaging Strategies For Risk Readers
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When examining the research conducted on the use of translanguaging strategies to identify and provide intervention to at risk readers in EFI, several trends become apparent in the literature. Using the student’s L1, in this case English, is an effective means of supporting at risk French readers both through early identification and providing targeted interventions as soon as possible due to cross-linguistic transfer that can occur between the L1 and the L2. The reasons for successful cross-linguistic transfer of reading skills such as phonological awareness and decoding between students’ L1 and L2 can be explained through the Cummins ' (2000) Thresholds Theory and the Common Underlying Proficiency (CUP) model (Cummins, 1998, 2008, 2014), however, theory is not always being translated into successful teaching practices.
When reflecting on the use of English to support EFI students presented in this study, it was necessary to consider the following question: what resources, supports and/or materials are required to successfully implement the proposed strategies in EFI? An action plan must be in place at the school level to systematically identify and provide intervention to the students who require it. Supports provided should be similar to supports given to students at risk for reading difficulties in the regular English program. Professional development (PD) was also identified as a necessary requirement for EFI educators looking to implement