Abstract
This study aims to contribute to the knowledge base on the status and development of emergent literacy skills of learners receiving formal education in their second or additional language. The focus is on young English language learners (ELLs), i.e. learners whose home language is not English but who have English as their language of teaching and learning. This article reports on a study that investigated ELLs' emergent literacy skills prior to entering grade 1 and then evaluated the effectiveness of an evidence-based stimulation programme on early literacy skills in the South African context. Using a quasi-experimental design, ELLs' emergent literacy skills were assessed with an adapted version of 8 of the subtests of the Emergent Literacy Assessment battery (Willenberg, 2004) and were compared to those of English first language (L1) and of ELL control groups, both before and after the 8-week purpose-designed programme. While learners showed significant improvement on 6 of the 8 subtests, the programme did not significantly improve ELLs' skills in comparison to those of the control groups. Possible independent variables contributing to the dearth of intervention effect include socio-economic status, learners' L1, and teacher- and classroom-specific characteristics, all of which were considered in this study. Clinical implications for speech-language therapists with regard to assessment, intervention, service delivery and outcome measures are highlighted.
Highlights
Identifying children at risk of developing reading difficulties and providing timely and preventive intervention are starting points to addressing the challenge of low literacy rates in South Africa. Justice (2006a) proposes that many children do not exhibit basic reading proficiency at the expected stage of their development because schools fail to provide adequate educational support for children with certain characteristics which place them at risk of developing reading difficulties
analysis of variance (ANOVA) indicated no significant difference in mean scores on the subtests sounds-in-words, rhyme recognition, letter recognition and concepts of print, indicating that L1 learners did not perform significantly better than their L2 peers with regard to these emergent literacy subskills
The evidence for vocabulary delay is more compelling than the case for grammatical delay; Genesee et al (2004) highlight the heterogeneity of the English language learners (ELLs) population and the impact that different degrees, contexts and quality of exposure to the language have on language development
Summary
Identifying children at risk of developing reading difficulties and providing timely and preventive intervention are starting points to addressing the challenge of low literacy rates in South Africa. Justice (2006a) proposes that many children do not exhibit basic reading proficiency at the expected stage of their development because schools fail to provide adequate educational support for children with certain characteristics which place them at risk of developing reading difficulties. While there is wide variation in the effectiveness of educational programmes, it is known that minority language learners are at a higher than average risk for failure or difficulty in second language (L2)-only classrooms (Genesee, Paradis & Crago, 2004) These learners face several challenges, such as acquiring a new language, integrating socially into a new peer group and learning new academic skills and knowledge, often doing so without the support of an educator who is proficient in their L1. On their own each of these factors could inhibit literacy development, with compounded risk when they have to be dealt with simultaneously
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