Phonemic Awareness and Literacy Development in Young English Learners With Non-Alphabet-Based Home Language

Abstract

This chapter examines a widely accepted assumption that phonemic awareness is a precursor to early literacy development through a review of existing research studies in the field of phonemic awareness, early literacy acquisition and development and bilingual literacy acquisition and development. Based on a foundation that success in early literacy acquisition has a significant impact on students' later academic success, the author argues that unconditionally and uncritically accepting the view that phonemic awareness and literacy development are positively correlated can exclude many English learners (ELs) from learning opportunities and thus from later academic success. The author concludes that if educators are committed in providing equitable education for all students, we should not assume that all ELs have the same needs in early literacy acquisition instruction, and to do otherwise is to marginalize ELs especially the ones whose first language system bears no resemblance to that of English.