ABSTRACT
This chapter aims to use the term ‘bilingual learners’, in an attempt to further emphasise the linguistic power these learners possess. With the increase of research studies into bilingualism and supporting bilingual learners, different theories began to emerge. Some of these were related to what are known as ‘cross-linguistic transfer’ and ‘contrastive analysis’, whereby bilingual learners are perceived to use what they know of first language to support their development of the second language. In a similar way, a bilingual approach can be promoted through the use of dual-language picture books. These are an invaluable resource – of enormous benefit to bilingual and monolingual learners. The teachers noticed a growth in metalinguistic awareness, not just for bilingual learners, but also for weaker, monolingual readers. If practitioners are effectively to respond to linguistic diversity, a recognition is needed that each child will arrive in school with useful and potentially transformative knowledge and experience.
