The role of First Language (L1) and Second Language (L2) in the literacy development of early grade learners

Seth Badu

• Publisher: GRIN Verlag
• Year: 2020
• eBook ISBN: 9783346263100
• Edition: 0
• Topic: Languages & Linguistics
• Subtopic: English Language
• Index: Languages & Linguistics

Seminar paper from the year 2019 in the subject Didactics for the subject English - Pedagogy, Literature Studies, grade: 80.0, language: English, abstract: This paper discusses the role of First Language (L1) and Second Language (L2) in the literacy development of early grade learners. It will critically analyse the challenges associated with literacy development and suggest ways in addressing the challenges. In line with this, it shall also discuss the meaning of literacy, the concept first language (L1) acquisition and the stages of L1 acquisition, the concept of second language (L2) acquisition and the stages of L2 acquisition.Literacy stands as a cornerstone for a child's success in both school and life. A deficient literacy foundation before formal schooling not only diminishes the likelihood of later literacy success but also heightens the risk of children disengaging from formal education. A high-quality early education is crucial for the long-term academic success of all learners. Active engagement in the literacy development process enables children to hone their literacy skills. Early grade learners establish a robust foundation for literacy when provided with opportunities for purposeful, meaningful language activities and early exposure to print. Effective early literacy instruction, therefore, furnishes developmentally appropriate settings, materials, experiences, and social support, fostering the flourishing of early reading, writing, speaking, and listening skills into conventional literacy.Numerous definitions of literacy exist, all grounded in oral language and the ability to write legibly. Literacy development spans an individual's entire lifespan, from birth to death. It is essential to comprehend literacy within this developmental framework, particularly in the crucial early years. UNESCO's proposed operational definition asserts that literacy involves identifying, understanding, interpreting, creating, communicating, and computing using printed and written materials in various contexts. This definition embraces the diverse dimensions of literacy, recognizing that people acquire and apply literacy for varied purposes shaped by culture, history, language, religion, and socio-economic conditions. Literacy, according to UNESCO, is not a uniform set of technical skills but is culturally, linguistically, and temporally diverse, shaped by societal institutions and communication patterns.