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EMERGENT L2 LITERACY APPROACH

EMERGENT L2 LITERACY APPROACH. Designed (2011 -2012) and Delivered (March 19 th , 2012) By Nettie Boivin nettiethai@gmail.com For IPB-GM (KL) & MAEPA Program. AGENDA. Warm – up Literacy Fallacies of Literacy Research on Family L iteracy Emergent Literacy Approach

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EMERGENT L2 LITERACY APPROACH

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  1. EMERGENT L2 LITERACY APPROACH Designed (2011-2012) and Delivered (March 19th, 2012) By Nettie Boivin nettiethai@gmail.com For IPB-GM (KL) & MAEPA Program

  2. AGENDA • Warm – up • Literacy • Fallacies of Literacy • Research on Family Literacy • Emergent Literacy Approach • Components and Examples of Emergent L2 Literacy Approach (Boivin, 2012)

  3. EMERGENT LITERACY APPROACH When does literacy start? Age 7 Age 6 Age 5 Age 4 Age 3 Age 2 Age 1 AT BIRTH!!!!!!

  4. Retrieved from UN Human Development Website from Google images March 13, 2012

  5. FALLACIES OF LITERACY Literacy can ONLY be LEARNT in the formal classroom. FALSE- Heath stated (1983, 2001) that students learn the socio-cultural conventions of literacy from the family and community. TASK 2- Discover the differences between the comics.

  6. FALLACIES OF LITERACY Literacy only occurs when the child enters school! FALSE- Children entering school without emergent literacy skills may struggle to keep up with their peers’ rate of literacy acquisition. (Galindo, & Sheldon, 2012) Children’s performance in kindergarten is a predictor of their later success in school. (Alexander, Entwisle, & Dauber, 1993)

  7. SPHERES OF INFLUENCE • Two most important literacy learning contexts are home and school (Galindo & Sheldon, 2012). • Home and school contexts are overlapping ‘spheres of influence’. (Epstein, 2001)

  8. FALLACIES OF LITERACY Families have no role in helping children to read! FALSE – Evidence for 30 years from many developed countries conclusively prove that families involvement in children’s education increases their academic success. (Arnold & Doctoroff, 2003; DeBaryshe, 1992; Flouri & Buchanan, 2003, 2004) Decades of research results highlight that parents and family members are powerful influences on the student achievements across grades (Epstein & Sheldon, 2006; Henderson & Mapp, 2006; Hudelson, 2006;Jeynes, 2005; Snow, Burns, & Griffin, 1998; Wang, Haertel & Walberg, 1993).

  9. FALLACIES OF LITERACY Families cannot help because they cannot read! FALSE – The emergent skills that are essential for later literacy acquisition are practices and habits– they do not require a high level of parental literacy skills. (Arnold & Doctoroff, 2003; DeBaryshe, 1992; Flouri & Buchanan, 2003, 2004)

  10. Research States That: 1) Families who are actively involved in literacy activities have children with: Larger vocabularies (Hart & Risley 1995) Faster vocabulary growth over time (Huttenlocher et al, 1991) Better cognitive abilities than other students (Siraj-Blatchford et al, 2003). 2) Low-income families participate in higher levels of literacy activity develop some emergent literacy skills EX. reading, games, storytelling (Evan et al, 2000; Purcell-Gates, 1996, 2003; LeFevre and Senechal, 2002, 1996).

  11. Emergent Literacy Task 3 – On the sheet match the vocabulary to the definition 1. Language Ability EX. including vocabulary development and comprehension of the narratives, stories and conversations one is exposed to 2. Letter Knowledge EX. knowing the names and corresponding sounds of letters 3. Phonological Awareness EX. able to identify and manipulate sounds in spoken language Policy Brief No 13 2008: Literacy in Early Childhood www.rch.org.au/ccch/policybriefs.cfm (Whitehurst & Lonigan, 2001)

  12. Emergent Literacy 4. Understanding the Basic Concepts of Reading and Writing Text EX. the left-to-right, top-to-bottom direction of print on a page 5. Literacy-Promoting Environments EX. keeping books in the home, conducting home literacy activities such as shared book reading Policy Brief No 13 2008: Literacy in Early Childhood www.rch.org.au/ccch/policybriefs.cfm (Whitehurst & Lonigan, 2001)

  13. Emergent Literacy Approach • Emergent Literacy Practices usually occur at birth. • They are done by caregivers with babies, toddlers, and preschoolers. • L2 students (year 1 and 2) are emergent L2 learners. • Implementing these younger practices with early primary pupils will instill a love of reading.

  14. What is Emergent L2 Literacy Approach?(Boivin, 2012) It is a series of interconnected practices and habits attitude to literacy. It consists of several practices based on various theories

  15. WHAT IT IS NOT!!! It is not teaching skills! Skills are – the how to do something. It is not about teaching strategies!! Strategies – help a student overcome a problem. It is a practice- TASK 4- Brainstorm what you think will be the components of Emergent L2 Literacy Approach (Boivin, 2012)

  16. Components in Emergent L2 Literacy Approach (Boivin, 2012) Extended discourse Using a Variety of vocabulary Shared readings Books Selection Exposure to a variety of L1 literacy Oral Storytelling Dramatic Performance & Role Playing Games, art, and singing

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  19. Hart, B., & Risley, T. (1995). Meaniingful differences in the everyday experience of young American children. Baltimore, MD: Paul H. Brookes Publishing. Heath, S. (1982). What No Bedtime Story Means: Narrative Skills at Home and School. Language in Society , 49-76. Heath, S. (2005). Ways with Words: Language life and work in communities and classrooms. Cambridge: Cambridge University Press. Huebner, C. M. (2005). Intervention to change parent-child reading style: A comparison of instructional methods. Journal of Applied Development Psychology, 26(3), 296-313. Kuhn, M. &. (2003). Fluency: A review of developmental and remedial practices. Journal of Educational Psychology, 95(1), 3-21. Lanauze, M., & Snow, C.E. (1989). The Relation between first- and second-language writing skills: Evidence from Puerto Rican elementary school children in bilingual programs. Linguistics and Education, 7(4), 323-339. LeFevre, J., & Senechal, M. (2002). Parental Involvement in Development of Children's Reading Skill: A Five-Year Longitudinal Study. Child Development, 73(2), 445-460. Lonigan, C. J., & Whitehurst, G. J. (1998). Child Development and Emergent Literacy. Child Development, 69(3), 848-872. Lonigan, C. J., & Whitehurst, G. J. (2003). Emergent Literacy: Development from Prereaders to Readers. In D. &. Dickson, Handbook of early literacy research (pp. 11-24). New York, N.Y.: Guildford Press. Philips, B. (2008). Social Correlates of Emergent Literacy. In C. H. Snowling, The Science of Reading: A Handbook. Oxford, UK: Blackwell Publishing Ltd. Policy Brief No 13 2008: Literacy in Early Childhood www.rch.org.au/ccch/policybriefs.cfm Purcell-Gates, V. (1996). Stories, Coupons, and the TV Guide: Relationships Between Home Literacy Experiences and Emergent Literacy Knowledge. Reading Research Quarterly, 31(1), 406-428. Purcell-Gates, V. (2001). Emergent Literacy Is Emerging Knowledge of Written, Not Oral, Language. New Directions for Child and Adolescent Development(92), 7-22.

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