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

Year 2018, Volume: 5 Issue: 1, 43 - 59, 01.06.2018

Elizabeth Claire Gien Norma Nel

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.

References

• Berk, L. (2012). Child Development (9th Ed.). Pearson: MA: Allyn and Bacon.
• Berns, R. (2012). Child, Family, School Community: Socialisation and Support. Wadsworth Publishing: Belmont, CA.
• Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Cambridge, MA: Harvard University Press.
• Chomsky, N. (1955). The logical study of linguistic theory. Unpublished doctoral dissertation. University of Pennsylvania, Pennsylvania.
• Creswell, J.W. (2014a). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th Ed.). Thousand Oaks, CA: Sage.
• Dickenson, D.K., Freiberg, J.B. & Barnes, E.M. (2011). Why are so few interventions really effective?: Call for fine – grained research methodology. In: Neuman, S.B. & Dickenson, D.K. 2011. Handbook of early literacy research. New York, NY: Guilford Press. Pp.341.
• Donato, R. (1994). Collective scaffolding in second language learning. In: Lantolf, J.P. & Appel, G. (Eds.). 1994. Vygotskian approaches to second language research. Norwood, NJ: Ablex Publishing Corporation. Pp.40.
• Dworet, D. & Bennett, S. (2002). A view from the north: Special education in Canada. Teaching Exceptional Children, 34(5): 22-27.
• Faubert, B. (2012). In-school policies and practices for overcoming school failure: A literature review. OECD Education Working Papers, No. 68, OECD Publishing. Available at: http://dx.doi.org/10.1787/5k9flcwwv9tk-en. Accessed on: 12/3/2013.
• Francis, N. (2012). Bilingual competence and bilingual proficiency in child development. Cambridge Massachusetts: MIT Press.
• Friendly, M. & Prahbu, N. (2010). Can early childhood education and care help keep Canada’s promise of respect for diversity?
• Childcare Resource and Research Unit Occasional Paper No. 23. Toronto ON: Canada. Available at: http://www.childcarecanada.org/sites/default/files/crru_op23 _diversity.pdf. Accessed on: 06/03/2012.
• Gien Snelgar, E.C. (2015). Language and cultural diversity, globalisation, inclusion and the resultant phenomenon of first time literacy acquisition in a second language. Unpublished D.Ed thesis. Pretoria, University of South Africa.
• Grant, T. (2016). 320,000 newcomers came to Canada in past year, highest number since 1971. Globe and Mail. Available at: http://www.theglobeandmail.com/news/national/canada-welcomed-320000-immigrants-in-past-year-highest-number-since-1971/article32102991/. Accessed on: 29/09/2016.
• Hakuta, K. & August, D. (2001). Improving schooling for language–minority children: A research Agenda for the National Council Institute of Medicine. Washington, DC: National Academy Press.
• Kaiser, A.P., Roberts, M.Y. & Mcleod, R. H. (2011). Young children with language impairments: Challenges in Transition to reading. In: Neuman, S. B. & Dickenson, D. K. (Eds.). 2011. Handbook of early literacy research vol. 3. New York, NY: Guilford Press. pp. 168.
• Kentworthy, J. & Whitaker, J. (2000). Anything to declare? The struggle for inclusive education and children’s rights. Disability & Society, 15(2): 219-231.
• Kostogriz, A. (2005). (Trans) cultural spaces of writing. In: Boeck, D. & Parr, G. (Eds.). Writing = learning. Adelaide: AATE/Wakefield Press. pp.140.
• Krashen, S.D. (1987). Principles & practices in SL acquisition. New York: Prentice-Hall International.
• Lincoln, A. (1862). Second Annual message to Congress: Concluding remarks. Washington, December 1862. Available at: http://www.abrahamlincolnonline.org/lincoln/ speeches/congress.htm. Accessed on: 02/09/2015.
• Lombardino, A.J., Lieberman, R.J. & Brown, J.J C. (2005a). Manual: Assessment of literacy and language. Bloomingdale: Pearson.
• Lupart, J. (2008). Achieving excellence and equity in Canadian Schools: Can inclusion bridge the gap? Paper presented as part of the International Inclusive Education Research (IIER) Professional Series, 18 February 2008, at Monash University, Clayton, Victoria.
• McDonald, J.H. (2014). Handbook of biological statistics. 3rd edition. Baltimore, Maryland: Sparky House Publishing. Available at: http://www.biostathandbook.com/HandbookBioStatThird.pdf. Accessed on: 26/07/2015.
• Mc Laughlin, M. & Jordan, A. (2009). Inclusive education in the United States and Canada. In: Mitchell, D. 2009. (Ed.). Contextualizing inclusive education: Evaluating old and new international perspectives. London: Routledge. pp. 89,99.
• McMillan, H. & Schumacher, S. (2010). Research in education: Evidenced based enquiry (7th Ed.). Upper Saddle River N.J.: Pearson Education.
• Mitchell, R., Myles, F. & Marsden E. (2013). Second Language Learning Theories (3rd ed.). London: Routledge
• Mittler, P. (2000). Working towards inclusive education: Social contexts. London: David Fulton Publishers.
• Paris, E. (2016). Canadians must never take multiculturalism for granted. The Globe and Mail. Available at: http://www.theglobeandmail.com/opinion/canadians-must-never-take-multiculturalism-for-granted/article30773630/. Accessed on: 28/09/2016.
• Statistics Canada.(2016). Immigration and ethnocultural diversity in Canada: National Home Survey. Catalogue no. 99-010-X2011001 updated 2016. Available at:https://www12.statcan.gc.ca/nhs-enm/2011/as-sa/99-010-x/99-010-x2011001-eng.cfm.Accessed on: 28/09/2016.
• Vasilyeva, M. & Waterfall, H. (2011). Variability in language development: Relation to socioeconomic status and environmental input. In: Neuman, S.B. & Dickenson, D.K. (Eds.). Handbook of early literacy vol. 3. New York: Guilford Press. pp36.
• Vertovec, S. (2007). Super-diversity and its implications. Ethnic and racial studies, 30(6): 1024-1054.
• Wilkins, C., Rolfhuis, E., Weiss, L. & Zhu, J. (2005). A simulation study comparing inferential and traditional norming with small sample sizes. Paper presented at the 2005 annual meeting of the American Educational Research Association, Montreal, Canada.