Implications of dual-language books to develop children’s english vocabulary in the EFL/ESL classroom

Abstract

Dual-Language Books (DLBs) are a significant tool in English learning for children nowadays. However, the analysis of the implications of DLBs to develop vocabulary in English as a Foreign Language (EFL) and English as a Second Language (ESL) classrooms has not received adequate attention as an applicable tool in a mainstream classroom. Thus, the present research synthesis aims to review the reported effects on the use of DLBs to develop English vocabulary in children in the EFL/ESL classroom. 16 empirical studies were selected to be analyzed. The findings suggested significant gains in knowledge since it was found that DLBs have a positive effect on vocabulary development, biliteracy achievement, motivation, cultural understanding, and family involvement in children’s schooling in both EFL and ESL contexts. However, some findings corroborated that translation accuracy was crucial to having high-quality DLBs. Finally, DLBs allowed teachers to effectively implement strategies in the classroom, which created stronger vocabulary learning. Thus, teachers’ strategies were an important finding, and they were taken into account in the analysis of this synthesis as a means to develop vocabulary in children with positive results.