Code-Related Aspects of Emergent Literacy: How Prepared Are Preschoolers for the Challenges of Literacy in an EFL Context?

Autor/in	Auleear Owodally, A. M.
Titel	Code-Related Aspects of Emergent Literacy: How Prepared Are Preschoolers for the Challenges of Literacy in an EFL Context?
Quelle	In: Early Child Development and Care, 185 (2015) 4, S.511-529 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2014.936429
Schlagwörter	Emergent Literacy; Preschool Children; Context Effect; Preschool Curriculum; School Readiness; Skill Development; Longitudinal Studies; Pretests Posttests; Culturally Relevant Education; Coding; Printed Materials; Phonological Awareness; Outcome Measures; Student Interests; Naming; Second Language Learning; English (Second Language); Foreign Countries; Statistical Analysis; Mauritius + Suchen Sie Ihr Suchwort? Frühleseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Readiness for school; School ability; Schulreife; Kompetenzentwicklung; Qualifikationsentwicklung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Codierung; Programmierung; Studieninteresse; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Statistische Analyse
Abstract	Mauritian children are Kreol speakers who learn to read and write in English and French when they join the primary education system. The government-mandated preschool curriculum mentions the need for the preschool to prepare them for the literacy challenges of the primary school. The aim of this paper is to consider whether preschool children develop code-related literacy skills in their final year at preschool, in readiness for their first year at primary school. I refer to data collected from a longitudinal study of two comparable groups of Mauritian preschoolers. Using data from a pre-test and post-test of their code-related skills, I show how inadequately prepared they seem to be in terms of code-related skills and interest in print-related activities. Some reasons for the findings are explained, highlighting how the "emergent literacy" discourse of the preschool curriculum has evaded the skill aspects of "emergent literacy". Some culturally sensitive recommendations are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01