literacy in schools|Linguistics and Literacy
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literacy in schools|Linguistics and Literacy
According to Goodman (1990), literacy development in children is a multidimensional process which involves a number of aspects. The main emphasis in his work is on how children decide what is readable for them and under what particular context children decide about formal features to include in their writings and drawings. Basically, children have been revealed to use various hypotheses in their writing language depending on the original constructions and how the interpretations change over time. Basically, children have been found to use various units of analysis to understand a situation before they become literate about it through schooling. More so, there have been specific units like words and lines among others to represent their expressions and feelings. This paper explores some of the specific pedagogical implications of the work of Ferreiro and her colleagues on literacy development in children.
As revealed by Goodman et al. (1990), the development of literacy among schooling children comes out of specific unique tasks children are engaged in at their early ages of development. The engagement of children in various reading and writing skills at their early ages is very significant to the development of literacy among the children. According to Vasquez (2003), the encouragement of children to read and write about things they have not been taught enhances their innate development of literacy and understanding. Specifically, linguistic unit of language used by children in their expressions in various writings shows their ‘jumping-off point’ for their comprehension about any form of written language.
It is important to note that, the development of literacy among children is initiated by the use of lines in their various artistic works. Specifically, children come to realize the difference between drawings and writings in which they are very sure of their unique differences. One thing emphasized by Rowe (1994) is that, though children may perceive drawings and writings as being different and unique, they later came to see and comprehend their interrelation. As it has been revealed, children perceive drawing as the use of lines on contours while in writings such lines are perceived as being linear. In this regard therefore, children hypothesize such patterns followed by lines in the two situations in order to determine whether they are as much attractive as possible. For instance in writings, children usually look for conditions which could make a piece of writing as much interesting as possible to enhance easiness in writing.
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Further, the children usually engage themselves in constructing and developing quantitative and qualitative requirements useful in dealing with written systems. Quantitatively, children usually believe that, a three letter word would be more sufficient to present something which is more readable. Qualitatively, the letters used in making of various words to make them more readable must show some variations to alleviate monotony. Basically, the main concern of children at this level is to analyze the linguistic symbols of the words they use but not entirely on the sound patterns of the words. More specifically, the children usually develop innate skills of the words they interact with by being very careful with the linguistic symbols used in which the meaning of such words and sounds are perceived as a single entity (Goodman et al., 1990).
At the third level of the development of literacy among the children, they become aware of the relationships between the systems of sounds of the language used the entire written system. More importantly, spelling skills development among the children; this is much influenced by their linguistic knowledge and various constructions in the entire word system. For instance, during the time of syllabic development, English children usually come to realize the distinct use of consonants and vowels effectively in word constructions. Generally, the children at this level of literacy development are capable of differentiating how certain use of vowels and consonants usually influence the ultimate outcome of the word and its meaning (Kress, 1997).
It is very important to note that, all the levels of development of literacy among the children takes place in social settings; in which the entire society has distinct influence on its development. The construction of words among the children depends on the specific relationship between the language spoken and written marks to depict certain phenomena. In order to incorporate the specific aspects of the society, children follow definite pathways as per the setting of the society; in order to understand on how to compose the language used into words and drawings. Basically, the assimilation and accommodation of the society’s values and specific aspects in writings and drawings among the children really reflects their general development in their literacy levels (Goodman, 1990).
Perhaps, the levels of development of literacy among the children does not necessary follow distinct stages or steps; but they are rather conceptual thoughts that children consider or don’t consider as their mental structures develop in order to understand the significance of language as an important communicative tool. Basically, the focusing of the intellectual being of the children among the teachers and the parents enhances the development of specific training and training facilities to enhance high IQ development among the children. Generally, socio-genetic development among the children plays a very crucial role in enhancing literacy linguistics development among the children.
literacy in schools|Linguistics and Literacy
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