How to overcome language barriers through books: Marta’s story

We believe that every child should have the chance to become a confident reader, no matter their background or the language they speak at home. For some children on our reading programme, English isn’t their first language which can make learning to read feel even more daunting. But with the right support, these children can on to thrive in school and beyond.

Despite having an interest in reading – particularly books about butterflies – Marta’s vocabulary was limited and she struggled to express herself in English, often falling behind in class. Her parents recognised that she needed support, but were unsure how to approach it – that’s where our One-to-one Reading Programme came in.

Marta*, aged six, recently moved from Colombia to London with her family. She is the only fluent English speaker in her household, which means she doesn’t get many opportunities to read in English outside of school.

Despite having an interest in reading – particularly books about butterflies – Marta’s vocabulary was limited and she struggled to express herself in English, often falling behind in class. Her parents recognised that she needed support, but were unsure how to approach it – that’s where our One-to-one Reading Programme came in.

Building confidence

Marta was paired with a Bookmark volunteer, Tom. In her first session, Marta told him that she wanted to learn more words so that it is easier for her to talk to her best friend, Evie.

To start with, Tom noticed that each time she read a word, she would use intonation as if it was a question, as she was so unsure if she was pronouncing the word correctly. But, with Toms encouragement and gentle corrections, as the sessions went on he saw her become a lot more confident in her pronunciation. 

The positive reinforcement that Marta got from reading with Tom helped her develop her vocabulary, and her teachers noticed that she was using a much wider variety of words and expressing herself with new clarity.

The programme also gave her a sense of self-belief, and she told Tom that she really liked being able to talk more easily to Evie, and tell her all about the butterfly book.

Why stories like Marta’s matter

Marta’s story isn’t unique. Across the UK, many children face language barriers that make learning to read harder. In fact, the National Literacy Trust claim that nearly 21% of primary school pupils in England speak English as an Additional Language (EAL). These learners often arrive in school with a vocabulary gap of approximately two months compared to their peers who speak English as their first language – according to a report from the Education Policy Institute.

At Bookmark, we know that personalised, one-to-one reading support can make a world of difference to a child. By focusing on what each child loves, our volunteers can help them to engage with books in a way that feels fun, relevant and empowering.

Tips for supporting children learning English as an additional language

1. Follow their interests. Let the child choose books they feel most excited about – it boosts motivation and enjoyment, it can also significantly enhance reading comprehension and vocabulary (1).
2. Use pictures to support meaning. Visuals can help EAL learners to understand unfamiliar words and context (2).
3. Model pronunciation. Reading aloud and echo reading (where children repeat after you) can help with word recognition and pronunciation (3).
4. Celebrate small wins. Praise effort, not just accuracy as this helps children to develop confidence (4).
5. Be patient and positive. Encourage risk-taking with language – mistakes are a part of learning (5).
6. Build vocabulary slowly. Focus on a few new words per session and use them in different contexts. This can lead to better retention and application (6).
7. Encourage storytelling. Let children talk about the story in their own words as this builds both comprehension and confidence (7).

*the child’s name has been changed for safeguarding.

1. Guo, Y., Justice, L. M., Kaderavek, J. N., & McGinty, A. S. (2012). ​‘The impact of storybook exposure on literacy development in children with and without risk.’ Early Childhood Research Quarterly, PMC8581174
2. Hasibuan, S. & Ansyari, M. (2017). ​“The Impact of Pictures-Based Activities in Enhancing Reading Comprehension Skills.” English Language Teaching, ccsen​et​.org
3. Ganschow, L., & Sparks, R. (2022). ​“The Role of Phonemic Awareness in Reading for English Learners.” Language Testing in Asia, Springer
4. Yu, S., & Jin, Y. (2021). ​“Motivation and praise in EAL classrooms.” Innovation in Language Learning and Teaching, Taylor & Francis
5. Guo et al. (2012), Early Childhood Research Quarterly, PMC8581174
6. Silverman, R. D. (2010). ​“Vocabulary development of English-language and English-only learners in kindergarten.” Reading Teacher, Wiley
7. Miller, P. C. (2019). ​“Using storytelling to teach language and literacy to EAL students.” Education + Training, Emerald