An English-Italian Cross-Linguistic Framework
Every educational project begins with a question.
Mine began in bilingual classrooms, where I often found myself observing children move naturally between English and Italian, making connections that were rarely acknowledged in the curriculum.
A spelling pattern introduced in English would remind them of something they had learned in Italian. A grammatical concept explored in one language would help them make sense of another. They were constantly building bridges between their languages, even when we, as educators, were teaching them separately.
This led me to reflect on a simple but important question:
What would happen if those connections became intentional?
Rather than treating English and Italian as two parallel subjects, could we design learning experiences that recognise their relationship and use it to strengthen literacy development?
Over time, that question became the starting point for a pilot project that continues to evolve through research, classroom practice and collaboration with bilingual educators.
Designing Bilingual Curricula: Seeing languages as connected, not separate
In many bilingual and international schools, English and Italian are taught by different teachers, following different programmes and often without opportunities for shared planning. While this organisation is understandable, it can unintentionally create two independent learning journeys for children who experience language as something far more interconnected.
Children do not compartmentalise their linguistic knowledge. As they learn, they compare sounds, notice recurring spelling patterns, recognise similarities between grammatical structures and gradually develop an understanding of how language works.
The Power of Cross-Linguistic Transfer
Research on bilingualism and cross-linguistic transfer supports what many teachers observe every day: knowledge developed in one language can become a valuable resource for learning another. When these connections are made explicit, learners strengthen not only their literacy skills but also their metalinguistic awareness: the ability to reflect on language itself.
This project was born from the belief that bilingual education should build on these natural processes rather than overlook them.
The theoretical foundations of this bilingual alignment framework are explored in depth on our Phonics and Grammar Teaching in Bilingual Contexts page.
From classroom observations to a practical framework
Throughout my experience implementing Jolly Phonics® and Jolly Literacy® in international schools, I found myself continually adjusting planning to create meaningful links between English and Italian.
Sometimes the connections were immediate. Similar phonological patterns could reinforce one another across both languages. At other times, important differences needed to be highlighted carefully to avoid misconceptions. In every case, thoughtful sequencing made a noticeable difference to children’s understanding and confidence.
Gradually, these observations became more systematic.
I began mapping the progression of literacy learning in both languages, looking not only at what children were learning, but also at when concepts were introduced and how they could complement one another without compromising the integrity of either curriculum.
The result was the creation of two complementary timelines that make these connections visible.
Although they have grown out of my own classroom experience, they are not intended as fixed programmes or prescriptive schemes of work. They are planning tools designed to encourage reflection, dialogue and intentional curriculum design within bilingual settings.
Two resources, one educational vision
The first resource:
- The English–Italian Literacy Timeline focuses on the development of early literacy through phonics, spelling and reading. It highlights opportunities to connect the progression of English literacy with equivalent or contrasting features of Italian, supporting a more coherent learning journey across both languages.
[Download the English-Italian Phonics Presentation PDF]
The second resource:
- The English–Italian Grammar Timeline extends the same philosophy to grammar instruction. Mapping the progression of grammatical concepts across English and Italian helps educators identify where ideas can reinforce one another and where explicit comparison can deepen understanding.
[Download the English-Italian Grammar Presentation PDF]
Together, these resources represent different perspectives of the same educational vision: supporting bilingual learners by recognising the relationships between the languages they use every day.
Why I describe this as a pilot project
Education is never static, and neither is this work.
I describe these timelines as a pilot project because they continue to develop through professional reflection, classroom implementation and dialogue with other educators. Every bilingual context is different. Schools vary in their curricula, language balance, teaching models, and learner profiles, and any framework must remain flexible enough to respond to these realities.
Rather than offering definitive answers, I hope these resources encourage schools to ask new questions about bilingual literacy and to explore how greater alignment between languages might support children’s learning.
An invitation to explore
The downloadable timelines shared below are offered in that spirit.
Whether you are a classroom teacher, literacy coordinator, school leader or bilingual educator, I am confident they provide ideas for reflection, curriculum conversations and future development.
As with every educational initiative, the most valuable insights emerge through collaboration. I look forward to continuing that conversation with educators who share an interest in bilingual literacy and in helping children build lasting connections across languages.
The English-Italian Literacy Curriculum: A Year-by-Year Framework
The downloadable timelines shared below are offered in that spirit of exploration.
Year 1 / Prima Elementare
[Download the Year 1 / Prima Elementare Timeline PDF]
Year 2 / Seconda Elementare
[Download the Year 2 / Seconda Elementare Timeline PDF]
Year 3 / Terza Elementare
[Download the Year 3 / Terza Elementare Timeline PDF]
Year 4 / Quarta Elementare
[Download the Year 4 / Quarta Elementare Timeline PDF]
Year 5 / Quinta Elementare
[Download the Year 5 / Quinta Elementare Timeline PDF]
From Resources to Practice: Implementing a Bilingual Literacy Framework
Implementing a cross-linguistic literacy timeline requires more than distributing these documents to teachers. It requires structured professional development, coordinated planning time and ongoing mentoring — particularly in schools where English and Italian teaching have historically operated in separate silos.
If your school is ready to move towards a genuinely integrated bilingual literacy curriculum, I can support the process from initial curriculum audit to full timeline implementation and teacher training.
Book a consultation to discuss your school’s specific bilingual context and design a bespoke roadmap for your institution.
