This collaborative action research project in Alberta, Canada, explored how dual-language books (DLBs) can foster literacy instruction and learner engagement through language awareness. Canada’s changing demographics have resulted in mother tongue diversity and many urban schools identifying at least 25% of students as being English language learners, making it crucial to include a mix of languages in classroom interactions to engage all learners. The case study combined prereading linguistic prompts with a reading of 10 DLBs, one each week, by guest readers in Urdu, Tagalog, and Spanish, alongside the teacher reading in English. Video recordings and surveys collected data on the teacher’s, guest readers’, and learners’ reflections on the experience. Findings indicate that regardless of the learners’ linguistic heritage or English language competence, the DLBs offered a unique support for literacy engagement while fostering a focus on language awareness, reading strategies, and higher order engagement with text.

中文翻译：

---

双语书籍：提高参与度和语言意识

这项在加拿大艾伯塔省开展的合作行动研究项目探索了双语书籍 (DLB) 如何通过语言意识促进识字教学和学习者参与。加拿大不断变化的人口结构导致母语多样化，许多城市学校将至少 25% 的学生确定为英语学习者，因此在课堂互动中包含多种语言以吸引所有学习者至关重要。该案例研究结合了预读语言提示和 10 个 DLB，每周一个，由客座读者用乌尔都语、他加禄语和西班牙语阅读，同时教师用英语阅读。录像和调查收集了有关教师、客座读者和学习者对体验的反思的数据。