The idea of children reading and talking at a tender age can be incredible. Language learning is the foundation of literacy skills that a child acquires during early developmental stages. Most children learn language and literacy skills through sounds, gestures, body movements, and facial expressions. Language development helps children internalize various concepts that are taught in early childhood education. A teacher is an essential factor in children’s language learning and literacy. From kindergarten, children spend most of their time with teachers. Children view their teachers as omniscient and trust them with everything they do. Therefore a teacher plays different roles such as model, provider, and facilitator in promoting language learning and literacy in children.
Teacher as a Role Model
A role model helps others learn through them. Everyone aspires to be like his role model, and hence they strive to seek guidance from them. Teachers are good role models for their learners; therefore, Learners perceive their teachers as heroes and heroines in facilitating their language learning and comprehension of concepts that promote literacy (Bicaj & Shala, 2018) . Teachers understand their impact on learners’ lives and hence, try to be the best people in their learners’ lives. For learners to successfully comprehend a new language and gain a significant reading ability, they must have an interest in learning the language, and their teachers instill such interest. For learners to aspire to be like their teacher, the teacher must have sufficient mastery of the language they intend the students to learn. For instance, a teacher teaching a new language to young children exhibits unique traits such as excellent mastery of vocabulary, proper pronunciation, and use of the language in different contexts ( Bicaj & Shala, 2018) . Such attributes make learners perceive the teachers as heroes and hence aspire to be like them. The aspiration of students to master a particular language to reach their teachers' level triggers learners to seek more information from teachers and reading several materials that are recommended to them (Bicaj & Shala, 2018) . As a result, learners’ minds open up and gain interest in exploring different concepts with the help of their teachers, which improves their level of literacy.
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Furthermore, to be a model in language learning, a teacher opts to be a caregiver: teachers always have strong love and respect, which makes them want to see their learners succeed in school and life( Bicaj & Shala 2018) ( Bicaj & Shala, 2018) . Teachers understand that children have different capabilities and learn at different rates. Therefore, they help their students develop high self-esteem in learning complex concepts of a new language and guide them through the syllabus or milestones (Bicaj & Shala, 2018) . Through this care and concern for learners’ well-being in acquiring knowledge, teachers become surrogate parents to their students (Bicaj & Shala, 2018) . Hence all learners strive to make their teachers happy by following instructions to achieve their teachers’ greatness.
Teacher as a Provider
The role of a teacher as a provider is fundamentally the conventional role of a teacher. As a provider, a teacher relays new information to learners and build on what the learners already know. People are born with knowledge about a variety of information, and therefore, a provider helps in facilitating the available expertise in learning new ideas (Bicaj & Shala, 2018) . A teacher performs different functions to aid a smooth relay of information to her learners. A provider embarks on different strategies to ensure the effectiveness of her skill. For instance, the basic plan of learning a language is through speaking and listening practices. A competent provider initiates reading aloud sessions in a class to facilitate the construction of meaning which is established during interactive processes between a teacher and learners. Also, it helps in instilling a positive attitude towards language learning (Bicaj & Shala, 2018) . During such activities, a provider can determine the previous experience learners have in language learning. Besides, the teacher can develop follow-up activities for developing literacy among learners.
During reading activities in language learning lessons, the main aim of the provider is to make each learner understand that the reading material can be fun and exciting. Also, the provider ensures that the reading materials help to build new experiences that learners can enjoy on their own ( Bicaj & Shala, 2018) . Therefore, as a provider, the teacher is responsible for selecting the best learning materials for her learners, which facilitate vocabulary comprehension and literacy improvement (Bicaj & Shala, 2018) . In the current diverse society, an information provider ought to have sufficient knowledge in multicultural and ethnically representative literature, which she uses to help leaners build the foundation for language learning (Sutherland, 1981) . Exposure to a variety of multicultural information is critical in facilitating language mastery as well as improving knowledge about different cultures.
Teacher as a Facilitator
A teacher plays a significant role as a facilitator. A facilitator is an individual who helps a group of people comprehending content and achieving their targets without interventions ( Bicaj & Shala, 2018) . As a facilitator in language learning and literacy, a teacher helps students grasp the expected concepts and understand reading materials without problems. However, a facilitator does not control learners’ activities but instead acts as a guide to facilitate comprehension (Bicaj & Shala, 2018) . The facilitator allows learners to be creative and practice innovativeness. Besides, a facilitator creates a platform for learners to be involved in active participation such as discussions and other teamwork activities that enhance language development. A facilitator understands that learners need to gain knowledge in every lesson ( Bicaj & Shala, 2018) . Therefore, a facilitator tries to make her classes active in a way that every learner grasp the language concept learned. Besides, an effective facilitator helps learners to connect previously learned concepts with the current class activities: hence, facilitators always take some minutes assisting learners in recapping their previous lessons and connecting them with the current lesson ( Bicaj & Shala, 2018) . Such attributes not only help learners to master a new language but also improves their retention ability hence promoting literacy (Bicaj & Shala, 2018) . For learners to develop problem-solving skills, a teacher selects reading materials and the comprehension to examine for the day (Sutherland, 1981) . Then she leaves the learners to read for themselves in groups or individually. This aspect help learners to encounter vocabulary of a new language on their own and practice to solve simple exercises that may form a foundation in language mastery and literacy improvement.
Moreover, being a facilitator implies that a teacher ought to be successful in her delivery skills. Facilitators in language learning create a constructionist environment where mutual, positive, and active responses are encouraged (Jagtap, 2015) . The facilitators encourage and motivate students’ wrong responses and guide them in rectifying errors. Also, she helps develop mutual relationships among learners, which in turn them build conversation skills in learning and mastering new language concepts ( Bicaj & Shala, 2018) . Furthermore, a facilitator is always concerned with whether the learners comprehend what they read. To ensure there is comprehension, a facilitator provides that materials used by learners offer essential content and concepts that relate to learners’ everyday experience.
References
Bicaj, A., & Shala, A. (2018). Theoretical Approaches vs. Teacher as a Role Model Towards Language Learning. Educational Process: International Journal , 7 (4), 278.
Jagtap, P. (2015). Teacher's role as a facilitator in learning. Scholarly research journal for humanity science and English language, 3 (17) , 3903-3905.
Sutherland, Z. (1981). Children & books . Scott, Foresman, and Co., College Division, 1900 East Lake Ave., Glenview, IL 60025.
