Language, emergent literacy, cultural diversity and exclusion when acquiring first time literacy in a language not spoken at home (L2)

Elizabeth Claire Gien; Norma Nel

EN

Language, emergent literacy, cultural diversity and exclusion when acquiring first time literacy in a language not spoken at home (L2)

Abstract

While prevailing research links language proficiency to fundamental literacy acquisition, research is, however, limited when language and literacy acquisition are simultaneous as is the case with young (4-6 years) English language learners (ELLs) in K1, K2 and Grade 1 who acquire first time literacy in an inclusive classroom and in a L2 (additional language). The study draws on a synopsis of current research, globalisation, the concomitant cultural and linguistic diversity, inclusive education, barriers to learning, and social justice. The aforementioned supports the discussion for the comparative study of the language and literacy profiles (LLP) of the ELLs and the English-speaking, monolingual learners. The LLPs are established by qualitatively analysing cultural and linguistic differences and differences in letter knowledge, rhyme knowledge, basic concepts, vocabulary, phonic knowledge, sight word recognition, and listening comprehension. A causal-comparative approach to the mixed model research design and a complementary mixed methods approach are applied to the study. Findings are discussed in relation to the classic and current theoretical frameworks pertaining to child development, and language acquisition for both first and second language acquisition. Aspects such as. globalisation, inclusive education, barriers to learning, and social justice are central to this study An at-risk, educationally vulnerable minority was isolated and specified by defining their limited English proficiency, and limited emergent literacy skills.

Keywords

Limited English proficiency, language literacy profile, first language acquisition, second language acquisition, cultural and linguistic diversity, inclusive education, exclusion, barriers to learning

Thanks

We thank the following: Dr Helene Muller, Senior Research support consultant in the research directorate at the University of South Africa, for her statistical input and advice. This research received no specific grant from any funding agency in the public, commercial, or not for profit sectors.

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Details

Primary Language

English

Subjects

Studies on Education

Journal Section

Research Article

Authors

Elizabeth Claire Gien This is me
South Africa

Norma Nel
South Africa

Publication Date

June 1, 2018

Submission Date

April 13, 2018

Acceptance Date

June 1, 2018

Published in Issue

Year 2018 Volume: 5 Number: 1

IZ

https://izlik.org/JA69SJ38TW

APA

Claire Gien, E., & Nel, N. (2018). Language, emergent literacy, cultural diversity and exclusion when acquiring first time literacy in a language not spoken at home (L2). Participatory Educational Research, 5(1), 43-59. https://izlik.org/JA69SJ38TW

AMA

1.Claire Gien E, Nel N. Language, emergent literacy, cultural diversity and exclusion when acquiring first time literacy in a language not spoken at home (L2). PER. 2018;5(1):43-59. https://izlik.org/JA69SJ38TW

Chicago

Claire Gien, Elizabeth, and Norma Nel. 2018. “Language, Emergent Literacy, Cultural Diversity and Exclusion When Acquiring First Time Literacy in a Language Not Spoken at Home (L2)”. Participatory Educational Research 5 (1): 43-59. https://izlik.org/JA69SJ38TW.

EndNote

Claire Gien E, Nel N (June 1, 2018) Language, emergent literacy, cultural diversity and exclusion when acquiring first time literacy in a language not spoken at home (L2). Participatory Educational Research 5 1 43–59.

IEEE

[1]E. Claire Gien and N. Nel, “Language, emergent literacy, cultural diversity and exclusion when acquiring first time literacy in a language not spoken at home (L2)”, PER, vol. 5, no. 1, pp. 43–59, June 2018, [Online]. Available: https://izlik.org/JA69SJ38TW

ISNAD

Claire Gien, Elizabeth - Nel, Norma. “Language, Emergent Literacy, Cultural Diversity and Exclusion When Acquiring First Time Literacy in a Language Not Spoken at Home (L2)”. Participatory Educational Research 5/1 (June 1, 2018): 43-59. https://izlik.org/JA69SJ38TW.

JAMA

1.Claire Gien E, Nel N. Language, emergent literacy, cultural diversity and exclusion when acquiring first time literacy in a language not spoken at home (L2). PER. 2018;5:43–59.

MLA

Claire Gien, Elizabeth, and Norma Nel. “Language, Emergent Literacy, Cultural Diversity and Exclusion When Acquiring First Time Literacy in a Language Not Spoken at Home (L2)”. Participatory Educational Research, vol. 5, no. 1, June 2018, pp. 43-59, https://izlik.org/JA69SJ38TW.

Vancouver

1.Elizabeth Claire Gien, Norma Nel. Language, emergent literacy, cultural diversity and exclusion when acquiring first time literacy in a language not spoken at home (L2). PER [Internet]. 2018 Jun. 1;5(1):43-59. Available from: https://izlik.org/JA69SJ38TW