Stages of Literacy Development |
Relationship to English Language Learners |
| Early Emergent |
Occurs before the ELL begins to learn and include oral language development, writing development, and developing curiosity about print. ELLs at this stage have already experienced these aspects in their first language (Cooper, Robinson, Slansky, & Kiger, 2014). |
| Emergent |
Interest in literacy increases at this stage, in which the ELL applies patterns of normal oral language, creates and labels letters. ELLs also develop print concepts, for instance recognition of a word or a letter (Cooper et al., 2014). |
| Beginning Reading and Writing |
ELLs expand their oral language and begin regular writing and reading. Learners understand word pronunciations, develop reading fluency and understand word meanings (Cooper et al., 2014). |
|
Almost Fluent Reading and Writing |
ELLs become more knowledgeable about all literacy elements and they gain the ability to read silently, engage in more writing and acquire a wider oral language vocabulary (Cooper et al., 2014). |
|
Fluent Reading and Writing |
ELLs can now use fluent oral, writing and reading language skills for different objectives. They also continue to grow their vocabulary, develop creativity, reflection and critical thinking skills (Cooper et al., 2014). |
Types of Literacy |
Effect on Literacy Development |
| Visual literacy |
Visual literacy enhances the ability of learners to comprehend and produce visual messages. Visual literacy also enhances and reinforces text messages, and offers more information in addition to words (Machado, 2012). |
| Cultural literacy |
Helps learners to learn behaviors such as understanding how and when to ask questions, how to hold books, or how to listen to stories, and how and when to participate in the stories (Machado, 2012). |
| Arts literacy |
Early arts activities initiate the literary development of learners by offering early language experiences, which enable learners to develop interest, develop a positive attitude and experience an early literacy foundation (Machado, 2012). |
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A personal philosophy of literacy and how it relates to ELLs
A balanced literacy instruction that includes all word, writing, and reading aspects is effective when dealing with ELLs. The reason for this is that if only one component is taught or if all components are not taught explicitly during the early stages, learners will receive an imbalanced literacy instruction (Lems, Miller, & Soro, 2017). In turn, learners will not achieve their full potential as speakers, writers, and readers (Lems, Miller, & Soro, 2017). An effective literacy instruction should, thus, be balanced and practiced in a positive learning environment.
References
Cooper, J. D., Robinson, M. D., Slansky, J. A., & Kiger, N. D. (2014). Literacy: Helping students construct meaning . Cengage Learning.
Lems, K., Miller, L. D., & Soro, T. M. (2017). Building literacy with English language learners: Insights from linguistics . Guilford Publications.
Machado, J. M. (2012). Early childhood experiences in language arts: Early literacy . Cengage Learning.
