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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.