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This study examined the home literacy practices of bilingual families. We were specifically interested in the literacy practices families developed to answer the challenge of biliteracy. Through the home visits and supplying high quality bilingual books, we listened, observed, and gained a deeper understanding of the children and their families which allowed us and educators reading this piece to make connections between children?s home literacy practices and literacy practices in the classroom. After discussing the use of bilingual books, the following four themes emerged from the data: families negotiating biliteracy using bilingual books, the role of Spanish, siblings and literacy learning, families negotiating resources for literacy and interacting with schools. [ABSTRACT FROM AUTHOR]

Israeli bilingual children's literature provides evidence of a multicultural process. Despite the small number of these books, it is important to examine the phenomenon, as such books provide a representation of the numerous cultures and minority groups that comprise the population of Israel. The role and contribution of Israeli children's bilingual books have not been sufficiently explored. The focus of the current study is on the roles of bilingual children's literature, as reported from the perspective of 90 preservice teachers. The data collected were analyzed and thus three interrelated roles emerged: (a) the linguistic role, that is, fostering literacy, (b) the social role—promoting multiculturalism, and (c) the educational role—imparting values. The model constructed on the basis of these findings highlights the unique contribution of each role and the synergic effect of the three roles combined. [ABSTRACT FROM AUTHOR]

The book “I Love Arabic” is a learning resource used in Arabic lessons for Class IV Dâr El-Iman Islamic Elementary School in Padang. This book is based on a bilingual system, namely by presenting Arabic and English study materials. This bilingual Arabic book is still a new category, so the content and presentation of the material need to be analyzed for its feasibility and suitability aspects with the character of bilingual books and the demands of the applicable curriculum. This study aims to analyze the bilingual book from the perspective of the feasibility of its content and presentation. This library research used a qualitative approach with secondary data. The main reference used the Bilingual Book “I Love Arabic & English” Class IV Dâr El-Iman Padang textbooks and other relevant additional references. Data was collected through recording documentation in observation and content analysis. The data analysis technique used follows Miles and Huberman. The results identified: First, the content qualifications of the bilingual book “I Love Arabic & English” Class IV published by Dâr el-Iman are in the very proper category with a score of 75%. Second, the presentation of the material is in a feasible category with a percentage score of 65%. This book still needs to be refined to suit the character of a bilingual-based textbook. [ABSTRACT FROM AUTHOR]

The article focuses on the use of bilingual children's literature in classrooms to celebrate multilingual learners, foster academic growth, and promote cultural awareness. Topics include the benefits of bilingual books for both multilingual learners and English-speaking students, the role of bilingual books in building cultural knowledge and empathy, and practical steps for incorporating bilingual books into the classroom.

The article focuses on a study about a group of children participating in a Global Cultures Club who explored dual language picture books. Topics include the children's speculations about the audiences for dual language picturebooks, pedagogical insights about dual language picture books, and the children's growth over the six sessions.

The article focuses on lcsh-es.org, a bilingual database providing access to Library of Congress Subject Headings in both English and Spanish. Topics include the structure and features of the website, its utility for catalogers in creating multilingual catalog systems, and its limitations due to outdated content, particularly in reflecting current diversity, equity, and inclusion initiatives.

Bob Dylan has significantly influenced American song tradition and popular music for more than five decades. As his songs are famous for the creative poetic expressions, they are not merely song lyrics, but also can be regarded as lyric poems. This paper aims to investigate the retranslation of Bob Dylan's songs in bilingual picture books to explore how his classic musical works are repackaged both verbally and visually for contemporary children. The data for analysis are selected from two bilingual picture books on Dylan's songs published in China in 2018. Firstly, it conducts a detailed textual analysis of the English and Chinese song lyrics to analyze the appropriate translation strategies and methods for song translation. Secondly, based on visual narratives (Painter, Martin and Unsworth 2013), it analyzes the intersemiotic relations between texts and images in picture books to discuss how the emotions and narratives in Dylan's songs are visually represented. [ABSTRACT FROM AUTHOR]

Abstract Background Road traffic injuries (RTIs) commonly affect the younger population in low- and-middle-income countries. School children may be educated about road safety using storybooks with colorful pictures, which tends to increase the child’s interest in the text. Therefore, this study assessed the use of bilingual pictorial storybooks to improve RTI prevention knowledge among school children. Methods This pretest-posttest study was conducted in eight public and nine private schools of Karachi, Pakistan, between February to May 2015. Children in grades four and five were enrolled at baseline (n = 410). The intervention was an interactive discussion about RTI prevention using a bilingual (Urdu and English) pictorial storybook. A baseline test was conducted to assess children’s pre-existing knowledge about RTI prevention followed by administration of the intervention. Two posttests were conducted: first immediately after the intervention, and second after 2 months. Test scores were analyzed using McNemar test and paired sample t-test. Results There were 57% girls and 55% public school students; age range 8–16 years. Compared to the overall baseline score (5.1 ± 1.4), the number of correct answers increased in both subsequent tests (5.9 ± 1.2 and 6.1 ± 1.1 respectively, p-value

Through this study, Nicola Daly seeks to understand the factors influencing the writing and layout of dual-language picturebooks featuring English and an indigenous language. Semi-structured interviews with five authors were conducted, and findings indicated that authors were often motivated to produce bilingual picturebooks that would increase the visibility and status of indigenous languages both at school and at home. They also design their books as language learning supports and resources that can contribute to the revitalization of the indigenous languages. [ABSTRACT FROM AUTHOR]

Chih-Yuan Chen is one of Taiwan's most successful picturebook author–illustrators, having won international recognition for his books, which have been translated into many languages. In Taiwan, several of Chen's works have been repackaged as bilingual books, highlighting the way publishers' marketing strategies are attuned to the desire of Taiwanese parents to help their children learn English from a young age. Even for distinguished creators such as Chen, however, this process is not straightforward. Using a combination of comparative analysis and picturebook theory, this article examines how the relationship between words and pictures has been changed in English translations of two of Chen's picturebooks. Such changes are inconsistent and problematic: bilingual editions contain omissions that raise questions about attitudes toward the function and purpose of dual language books, and the formatting and packaging of bilingual editions privilege verbal text over visual text. [ABSTRACT FROM AUTHOR]

Methodological approaches to glossary building have been proposed due to the increasing importance of glossaries in the specialized areas of technical and medical translation. However, there is little research with respect to glossaries made from the position of the translator in the field of literary translation. This article aims at filling this gap by focusing on glossary design for bilingual literary books, which are in high demand as part of foreign language learning, since no methodological framework has, to my knowledge, been designed in order to guide translators producing them. This research presents a proposal for how translators can tackle the task of glossary building which is based on a comparative corpus-driven study. I put forward for consideration the notion that glossaries may be practical tools for translators to improve their works, but findings also point to the need for caution to ensure glossaries respect the expressive force, connotation and register of source items given that bilingual literary books, and their glossaries, are aimed at readers wishing to improve their command of a foreign language while enjoying reading a literary classic. The final section of the work examines the limitations of the study and sets out future lines of investigation. [ABSTRACT FROM AUTHOR]

The use of bilingual books represents an interesting means of supporting the development of emergent literacy skills among young multilingual children. The family practices that surround these books have, however, remain little explored. In this exploratory study, in order to document the use of this type of book by multilingual families, six parent-child dyads were filmed during the repeated reading of two bilingual books. Our analysis has been focused on the use the parents and children make of the various resources of their linguistic repertoire in order to read and discuss the books. A variety of practices surrounding the use of bilingual books have been observed, thereby highlighting the importance of taking different factors into account when considering an intervention based on using bilingual books in/among multilingual families. [ABSTRACT FROM AUTHOR]

This study investigated the effects of reading bilingual books on vocabulary learning. Eighty-two Chinese English as a foreign language (EFL) learners read different versions of the same text: English-only text, English text with target words glossed, English text followed by the Chinese text, and Chinese text followed by the English text. A pretest, immediate posttest, and delayed posttest were used to measure incidental vocabulary learning. The findings showed that (a) all four groups made significant gains in lexical knowledge, (b) those who read glossed text and bilingual text had significantly durable knowledge gain, (c) the participants who read glossed text or read the English version of the text before the Chinese version had significantly higher scores text in the immediate posttest than the participants who read the English-only text, and (d) the participants who read bilingual texts had significantly higher scores on the delayed posttest than those who read the English-only text. [ABSTRACT FROM AUTHOR]

The article explores the involvement of kindergartners in multimodal read-aloud experiences with books like "Marta! Big & Small," a bilingual book with bilingual character. It notes that the book provide children with sustaining cultural and linguistic competence of their communities and also offer access to dominant cultural competence. It notes the conversation by a bilingual classroom teacher on bilingualism. It also mentions the multimodal experiences of children with story of the book.

Because dual-language books (DLBs) are written entirely in two languages, they have the potential to help readers develop multilingual literacy skills while acting as cultural and/or linguistic windows and mirrors. However, the ways in which publishers choose words when translating, format languages, and represent cultures have implications for readers in terms of identity, readability, and language learning. This content analysis of 69 U.S. Spanish-English dual-language picturebooks published from 2013-2016 investigated trends in DLBs' cultural, linguistic, formatting, and readability factors. It also determined these trends' relationships with publisher types, original publication language, and author and character ethnicity. Findings include that publishers specializing in multilingual or Latinx literature tend to create more DLBs featuring Latinx characters and with more diverse portrayals than in the past. However, regardless of publisher type, original language, or author/character ethnicity, DLBs' formatting generally privileges English. The implicit marginalization of Spanish and the need to seek out smaller, lesser-known publishers for diverse Latinx portrayals can have implications for readers' identity and biliteracy development. [ABSTRACT FROM AUTHOR]

In the era of the ASEAN Economic Community, children are now required to have linguistic cognitive abilities, either in the first language, the second language, or a foreign language, such as English. Therefore, children need literature works as the introduction. The children's literature in question is a bilingual book. Thus, authors of children's bilingual literature not only need to act appropriately in choosing a translation strategy for a text but also to be able to write it effectively. In fact, the translation is inseparable from the rules of the effectiveness of sentences and the cultural context of the target language. According to the results of the study, children's literature of archipelago fairy-tale series that in the form of bilingual books still contained ineffective sentences in their translation. This ineffectiveness includes grammatical, clarity, unity, and coherence aspects. [ABSTRACT FROM AUTHOR]

This article describes a pilot study conducted in an elementary school in Torremaggiore, Italy. Pre-service teachers (PSTs) (i.e., undergraduate college students) wrote bilingual English/Italian informational texts and used them in conjunction with a variety of translanguaging strategies to support Italian children's acquisition of English and knowledge of American culture. Immediately following instruction with each book, copies of the texts were given to the children for take-home practice. A week after all instruction was completed, the children were asked to write in their native language and tell what they enjoyed most about the PSTs' visit. Selected children from the group also responded to an oral interview. A content analysis of their translated responses revealed children's impressions about the benefit of using bilingual texts for learning English and gaining knowledge of American culture. [ABSTRACT FROM AUTHOR]