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

Yıl 2018, Cilt: 5 Sayı: 1, 43 - 59, 01.06.2018

Elizabeth Claire Gien Norma Nel

Öz

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.

Anahtar Kelimeler

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

Teşekkür

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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