scholarly journals Teachers’ discourses of literacy as social practice in advantaged and disadvantaged early childhood contexts

2016 ◽  
Vol 6 (2) ◽  
pp. 10
Author(s):  
Colwyn D. Martin ◽  
Hasina B. Ebrahim
Keyword(s):  
Early Childhood ◽  
Early Literacy ◽  
Social Practice ◽  
Teaching And Learning ◽  
Structured Interviews ◽  
Dominant Discourse ◽  
Early Literacy Development ◽  
Narrow View ◽  
Theory Of Discourse ◽  
Literacy As Social Practice

This article examines two teachers’ discourses of literacy as social practice in advantaged and disadvantaged early childhood centres for three- to four-year-olds. The intention is to make sense of the dominant discourse of literacy, its constitutive nature and its effects on children, teaching and learning. Foucault’s theory of discourse is used to make salient the influence of interpretive frames of references on the understanding and practice of literacy. The data for the study was produced through a qualitative approach using in-depth semi-structured interviews. The findings show that teachers in both the advantaged and disadvantaged contexts are located in the dominant discourse of early literacy as a technical, autonomous skill. This discourse foregrounds children as adults-in-the-making (the becoming child) and a maturationist-environmentalist view of readiness for early literacy development. This narrow view of literacy discounts young children’s positioning as social actors, issues of diversity and contextually situated practice.

Bringing ethnography to a multimodal investigation of early literacy in a digital age

2011 ◽  
Vol 11 (3) ◽  
pp. 293-310 ◽  
Author(s):  
Rosie Flewitt
Keyword(s):  
Early Literacy ◽  
Digital Media ◽  
Case Studies ◽  
Literacy Development ◽  
Social Practice ◽  
Literacy Practices ◽  
Digital Age ◽  
Early Literacy Development ◽  
Semiotic Approach ◽  
Literacy As Social Practice

In this article I reflect on the insights that the well established traditions of ethnography can bring to the more recent analytic tools of multimodality in the investigation of early literacy practices. First, I consider the intersection between ethnography and multimodality, their compatibility and the tensions and ambivalences that arise from their potentially conflicting epistemological framings. Drawing on ESRC-funded case studies of three and four-year-old children’s experiences of literacy with printed and digital media,1 I then illustrate how an ethnographic toolkit that incorporates a social semiotic approach to multimodality can produce richly situated insights into the complexities of early literacy development in a digital age, and can inform socially and culturally sensitive theories of literacy as social practice (Street, 1984, 2008).

New Literacies in New Times

2010 ◽  
pp. 294-307
Author(s):  
Hsiu-Ting Hung
Keyword(s):  
Social Practice ◽  
Teaching And Learning ◽  
Emerging Technologies ◽  
New Literacies ◽  
Literacy Learning ◽  
Multimodal Approach ◽  
Language And Literacy ◽  
Theoretical Understanding ◽  
Emerging Literacy ◽  
Literacy As Social Practice

The focus of the chapter is two-fold: on one hand, it seeks theoretical understanding of literacy as social practice; on the other hand, it explores how emerging technologies afford and transcend the practice of literacy in social interaction. The chapter begins with a re-conceptualization of literacy from the perspective of New Literacies Studies and outlines key principles pertaining to the plural notion of literacy to provide a theoretical context for the discussion of a multimodal approach to literacy learning. The chapter then links the development of the emerging literacy approach with the advent of technology to explore new possibilities in language and literacy classrooms. Vignettes of emerging technologies, more specifically, social networking services are also presented to demonstrate possible pedagogic uses of multimodal resources in education. The chapter concludes with directions for future literacy research, promoting a multimodal approach to learning that attends to teaching and learning with emerging technologies.

Using Technology to Teach Foundational Writing Skills in Early Elementary Grades

2021 ◽  
pp. 344-365
Author(s):  
Tracey S. Hodges ◽  
Carol A. Donovan ◽  
Julianne Coleman
Keyword(s):  
Early Childhood ◽  
Early Literacy ◽  
Developmental Trajectories ◽  
Writing Skills ◽  
Elementary Grades ◽  
Early Elementary ◽  
Virtual Instruction ◽  
Early Literacy Development ◽  
New Challenges ◽  
Negative Impacts

Many children leave elementary school without either skills or enthusiasm for writing, which may have negative impacts on their future academic achievement and lifelong learning. Due to the sudden impacts of COVID-19, virtual instruction, and inequities in resources, new challenges for writing instruction have emerged, which require educators to develop novel, technologically enhanced strategies for developing young writers' skills. In the present chapter, the authors provide (1) an in-depth review of the developmental trajectories of writing from birth through third-grade; (2) discuss how models of technology pedagogy, including TPACK and SAMR, may be integrated with emergent writing skills; and (3) provide strategies and resources related to technology to empower early childhood and early elementary teachers with effective writing instructional practices and digital tools. Early childhood educators may become empowered with suggestions and guidance for integrating technology with early literacy development.

Early Childhood Investment for Future Economic Growth and Industrial Development in Tanzania

2021 ◽  
pp. 38-53
Author(s):  
Ignasia Renatus Mligo
Keyword(s):  
Economic Growth ◽  
Early Childhood ◽  
Industrial Development ◽  
Teaching And Learning ◽  
Early Years ◽  
Structured Interviews ◽  
Group Discussions ◽  
Safe Environment ◽  
Phenomenological Design ◽  
Future Practice

Early childhood investment in young children 0-8 years is important. It offers a good start in life involving caring, nurturing, and safe environment to children who are the future hope of any society and nation. This chapter seeks to clarify the significance of investing quality early childhood education services for future industrial development and economic growth in Tanzania underpinned by economic growth perspectives. This chapter reports findings from an interpretive phenomenological design in three Teacher education and preschool settings in Tanzania with 10 tutors, 8 preschool teachers, and 8 parent participants. Data was generated using semi-structured interviews, focus group discussions, and documentary reviews. Findings indicated that parents and community from the areas studied lack knowledge of benefits of early investment in education. The study recommends the need for effective future practice directed at improving human development in early years in Tanzania. To achieve these aims, government policy planners need to locate favorable teaching and learning environments.

Designing Quality Tier One Learning Environments for Emergent and Early Readers

2008 ◽  
Vol 15 (1) ◽  
pp. 4-12 ◽  
Author(s):  
Sonia Q. Cabell ◽  
Anita S. McGinty ◽  
Allison Breit ◽  
Laura Justice
Keyword(s):  
Early Childhood ◽  
Early Literacy ◽  
Learning Environments ◽  
Literacy Development ◽  
Speech Language Pathologists ◽  
Literacy Support ◽  
Early Readers ◽  
Early Literacy Development ◽  
Early Childhood Classrooms

Abstract In this article, the authors discuss high priority instructional targets that should be addressed in early childhood classrooms to support emergent and early literacy development. Additionally, this article discusses the collaborative role speech-language pathologists can play in providing early literacy support at varied stages of the RTI process.

Early literacy research, 2006–2015: A decade of measured progress

2018 ◽  
Vol 20 (2) ◽  
pp. 169-222 ◽  
Author(s):  
William H Teale ◽  
Colleen E Whittingham ◽  
Emily Brown Hoffman
Keyword(s):  
Early Literacy ◽  
Emergent Literacy ◽  
Reading Fluency ◽  
Teaching And Learning ◽  
English Language ◽  
Literacy Learning ◽  
Learning And Teaching ◽  
Early Literacy Development ◽  
Grade 3 ◽  
Literacy Research

This review examines patterns found in early (preschool-grade 3) literacy research appearing in English-language publications during the period from 2006 through 2015. It focuses on studies related to early literacy learning and teaching in home and school/school-like environments. The review sought to answer two questions: (1) What has early literacy research focused on over the past decade? and (2) What has that body of research contributed to our enhanced understanding of early literacy development, teaching, and learning? The results report on patterns of publishing early literacy research found in scholarly journals, topics researched, ages of children researched, characteristics of the populations researched, and designs used in early literacy research. In addition, qualitative analyses report on the content and trends of the research for a sample of studies for each of seven facets of early literacy research: phonics, phonological awareness, reading fluency, vocabulary, reading comprehension, writing, and digital literacies, as well as for the umbrella terms emergent literacy/early literacy/beginning reading. The results found from these analyses are discussed through an historical lens which identified four patterns characterizing early literacy research of 2006–2015: accretion, the influence of "scientifically valid" research, limited response to increasingly diverse student populations, and increased research focus on younger children.

Religious Youths’ Motivations for Reading Complex, Religious Texts

2016 ◽  
Vol 118 (11) ◽  
pp. 1-50
Author(s):  
Eric D. Rackley
Keyword(s):  
Young People ◽  
Social Practice ◽  
Literacy Practices ◽  
Cultural Practices ◽  
Religious Affiliation ◽  
Structured Interviews ◽  
Religious Texts ◽  
Academic Texts ◽  
Book Of Mormon ◽  
Literacy As Social Practice

Background/Context Research confirms that religion is a significant part of the lives of American youths, that religious texts are an essential part of their experiences in the world, and that as part of their everyday cultural practices, religious youths demonstrate strong commitments to reading religious texts. Currently, however, the field of literacy has yet to develop a body of research that examines the motivations that drive young people to engage with the religious texts that appear to mean so much to them. Focus of Study and Research Questions Situated within social and cultural perspectives of literacy and motivation, the purpose of this study is to examine religious youths’ personal motivations for reading complex, religious texts such as the Bible and the Book of Mormon by looking closely at the connections among their literacy practices, religious ideologies, and the expression of their religious identities. Two questions operationalize this purpose: 1. What are the similarities and differences among Latter-day Saint and Methodist youths’ personal motivations to engage with religious texts? 2. In what ways are these motivations influenced by the youths’ religiocultural traditions, ideologies, practices, and commitments. Research Design Qualitative methods were used to examine youths’ motivations for religious literacies. Nine months of ethnographic observations in multiple contexts and 59 in-depth, semi-structured interviews conducted over two years were transcribed and analyzed to address the purpose of the study. Analytic procedures were informed by grounded theory. Findings The findings revealed a broad-level framework that explained the youths’ personal motivations for reading religious texts that transcended religious affiliation. Youths in both congregations were motivated to engage with complex, religious texts because they providing them with (a) knowledge about their religious traditions, (b) tools for applying religious knowledge to the lives, (c) strength to endure life's challenges, (d) comfort during stressful times, and (e) a connection to God. Conclusions/Recommendations As a space to explore the interactions among religion, literacy, and motivation, this study contributes to a more robust understand about the manner in which young people engage with complex, religious texts. This research also has implications for conceptualizing motivated literacy, engaging students with complex, academic texts, and studying motivation for literacy as social practice.

What Clinicians Need to Know About Early Literacy Development in Children With Hearing Loss

2019 ◽  
Vol 50 (1) ◽  
pp. 16-33 ◽  
Author(s):  
Elizabeth Runnion ◽  
Shelley Gray
Keyword(s):  
Hearing Loss ◽  
Early Literacy ◽  
Skill Development ◽  
Reading Proficiency ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Early Literacy Development ◽  
Literacy Skill Development ◽  
Children With Hearing Loss

PurposeChildren with hearing loss may not reach the same level of reading proficiency as their peers with typical development. Audiologists and speech-language pathologists (SLPs) have important roles to play in preventing this problem early in children's development. In this tutorial, we aim to communicate how the habilitation practices of audiologists and intervention services of SLPs can support early literacy skill development in children with hearing loss.MethodWe describe key findings from peer-reviewed research articles to provide a review of early literacy skill development, to explain the relationship between early literacy skills and conventional reading skills, and to highlight findings from early literacy skill intervention studies that included children with hearing loss who use spoken language. We conclude with a hypothetical case study to illustrate how audiologists and SLPs can support early literacy acquisition in children with hearing loss.ConclusionFindings from studies of young children with hearing loss suggest that a promising approach to improving reading outcomes is to provide explicit early literacy instruction and intervention.

Sign in / Sign up

Export Citation Format

Share Document