literacy and language education pdf

Literacies and Language Education

• Reference work
• © 2017
• Latest edition
• Brian V. Street 0 ,
• Stephen May 1

Professor Emeritus of Language and Education, Department of Education and Professional Studies, King’s College London, London, United Kingdom

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Faculty of Education and Social Work, The University of Auckland, Auckland, New Zealand

• Revises and updates a landmark reference work, now in 3rd edition
• Collates knowledge across disciplines, with truly global coverage of language and education
• Includes a special emphasis on language and education in bi/multilingual contexts
• Provides topical reviews of literature and comprehensive, expert answers to common questions
• Stimulates look-up and further learning with valuable indexes and handy reference lists
• Includes supplementary material: sn.pub/extras

Part of the book series: Encyclopedia of Language and Education (ELE)

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Table of contents (31 entries)

Front matter, literacies and social theory, new literacies, new times: developments in literacy studies.

Brian V. Street

Critical Race Theory

• Arlette Ingram Willis

Literacy Myths

• Harvey J. Graff, John Duffy

Literacy and Internet Technologies

• Kevin M. Leander, Cassandra Scharber, Cynthia Lewis

BICS and CALP: Empirical and Theoretical Status of the Distinction

• Jim Cummins

Reading Attitudes, Interests, and Practices

• John Edwards

Gender and Literacy

Critical-literacy education: “the supremely educational event”.

• Peter Freebody

Critical Literacy

• Yvonne Foley

Language, Literacy, and Knowledge Production in Africa

• Kwesi Kwaa Prah

Biliteracy and Globalization

• Viniti Vaish

Literacies and Social Institutions

Academic literacies in theory and practice.

• Mary R. Lea

Learning: Embedded, Situated, and Unconscious

• Alan Rogers

Second Language Academic Literacies: Evolving Understandings

• Constant Leung, Jo Lewkowicz

Family Literacy

• Vivian L. Gadsden

Women, Literacy, and Development: An Overview

• Anna Robinson-Pant

Developing Literacy, and Identities, in Multiple Languages

• Nayr Ibrahim
• Bilingual and Multilingual Education
• English Language Teaching and Learning
• English as a Second or Foreign Language
• Language Education Research
• Language Policy

About this book

In this third, fully revised edition, the 10 volume Encyclopedia of Language and Education offers the newest developments, including an entirely new volume of research and scholarly content, essential to the field of language teaching and learning in the age of globalization. In the selection of topics and contributors, the Encyclopedia reflects the depth of disciplinary knowledge, breadth of interdisciplinary perspective, and diversity of socio-geographic experience in the language and education field. Throughout, there is an inclusion of contributions from non-English speaking and non-western parts of the world, providing truly global coverage. Furthermore, the authors have sought to integrate these voices fully into the whole, rather than as special cases or international perspectives in separate sections. The Encyclopedia is a necessary reference set for every university and college library in the world that serves a faculty or school of education, as well as being highly relevant to the fields of applied and socio-linguistics. The publication of this work charts the further deepening and broadening of the field of language and education since the publication of the 1st edition of the Encyclopedia in 1997 and the 2nd edition in 2008.

Editors and Affiliations

Stephen May

About the editors

Bibliographic information.

Book Title : Literacies and Language Education

Editors : Brian V. Street, Stephen May

Series Title : Encyclopedia of Language and Education

DOI : https://doi.org/10.1007/978-3-319-02252-9

Publisher : Springer Cham

eBook Packages : Education , Reference Module Humanities and Social Sciences , Reference Module Education

Copyright Information : Springer International Publishing AG 2017

Hardcover ISBN : 978-3-319-02251-2 Published: 28 July 2017

eBook ISBN : 978-3-319-02252-9 Published: 23 June 2017

Edition Number : 3

Number of Pages : XXXIX, 436

Number of Illustrations : 1 b/w illustrations, 9 illustrations in colour

Topics : Language Education , Applied Linguistics , Literacy , Educational Policy and Politics

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Language and Literacy Development in Early Childhood

Language and Literacy Development in Early Childhood provides educators with an integrated approach to language and literacy learning in early childhood. Written by a team of leading academics in the field, it explores how children learn to talk, play using language, become literate and make meaning – from birth through to preschool and the early school years. Emphasising the importance of imagination, play and the creative arts in language learning, the authors address a wide range of contemporary issues, including digital literacies and Aboriginal and Torres Strait Islander perspectives. Taking a broad and inclusive world view, the book highlights the impact of diverse socioeconomic, language and cultural backgrounds on young children’s language and literacy development, and shows how early childhood teachers can effectively partner with parents and caregivers to help children learn through and about language. The book connects theory and current research to practice by providing ...

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Language and Literacy Development: Research-Based, Teacher-Tested Strategies

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“Why does it tick and why does it tock?”

“Why don’t we call it a granddaughter clock?”

“Why are there pointy things stuck to a rose?”

“Why are there hairs up inside of your nose?”

She started with Why? and then What? How? and When? By bedtime she came back to Why? once again. She drifted to sleep as her dazed parents smiled at the curious thoughts of their curious child, who wanted to know what the world was about. They kissed her and whispered, “You’ll figure it out.”

—Andrea Beaty, Ada Twist, Scientist

I have dozens of favorite children’s books, but while working on this cluster about language and literacy development, Ada Twist, Scientist kept coming to mind. Ada is an African American girl who depicts the very essence of what it means to be a scientist. The book is a celebration of children’s curiosity, wonder, and desire to learn.

The more I thought about language and literacy, the more Ada became my model. All children should have books as good as Ada Twist, Scientist read to them. All children should be able to read books like Ada Twist, Scientist by the end of third grade. All children should be encouraged to ask questions about their world and be supported in developing the literacy tools (along with broad knowledge, inquiring minds, and other tools!) to answer those questions. All children should see themselves in books that rejoice in learning.

Early childhood teachers play a key role as children develop literacy. While this cluster does not cover the basics of reading instruction, it offers classroom-tested ways to make common practices like read alouds and discussions even more effective.

The cluster begins with “ Enhancing Toddlers’ Communication Skills: Partnerships with Speech-Language Pathologists ,” by Janet L. Gooch. In a mutually beneficial partnership, interns from a university communication disorders program supported Early Head Start teachers in learning several effective ways to boost toddlers’ language development, such as modeling the use of new vocabulary and expanding on what toddlers say. (One quirk of Ada Twist, Scientist is that Ada doesn’t speak until she is 3; in real life, that would be cause for significant concern. Having a submission about early speech interventions was pure serendipity.) Focusing on preschoolers, Kathleen M. Horst, Lisa H. Stewart, and Susan True offer a framework for enhancing social, emotional, and academic learning. In “ Joyful Learning with Stories: Making the Most of Read Alouds ,” they explain how to establish emotionally supportive routines that are attentive to each child’s strengths and needs while also increasing group discussions. During three to five read alouds of a book, teachers engage children in building knowledge, vocabulary, phonological awareness, and concepts of print.

Next up, readers go inside the lab school at Stepping Stones Museum for Children. In “ Equalizing Opportunities to Learn: A Collaborative Approach to Language and Literacy Development in Preschool ,” Laura B. Raynolds, Margie B. Gillis, Cristina Matos, and Kate Delli Carpini share the engaging, challenging activities they designed with and for preschoolers growing up in an under-resourced community. Devondre finds out how hard Michelangelo had to work to paint the ceiling of the Sistine Chapel, and Sayo serves as a guide in the children’s classroom minimuseum— taking visitors to her artwork!

Moving into first grade, Laura Beth Kelly, Meridith K. Ogden, and Lindsey Moses explain how they helped children learn to lead and participate in meaningful discussions of literature. “ Collaborative Conversations: Speaking and Listening in the Primary Grades ” details the children’s progress (and the teacher’s methods) as they developed discussion-related social and academic skills. Although the first graders still required some teacher facilitation at the end of the school year, they made great strides in preparing for conversations, listening to their peers, extending others’ comments, asking questions, and reflecting on discussions.

Rounding out the cluster are two articles on different aspects of learning to read. In “ Sounding It Out Is Just the First Step: Supporting Young Readers ,” Sharon Ruth Gill briefly explains the complexity of the English language and suggests several ways teachers can support children as they learn to decode fluently. Her tips include giving children time to self-correct, helping them use semantic and syntactic cues, and analyzing children’s miscues to decide what to teach next.

In “ Climbing Fry’s Mountain: A Home–School Partnership for Learning Sight Words ,” Lynda M. Valerie and Kathleen A. Simoneau describe a fun program for families. With game-like activities that require only basic household items, children in kindergarten through second grade practice reading 300 sight words. Children feel successful as they begin reading, and teachers reserve instructional time for phonological awareness, phonics, vocabulary, and other essentials of early reading.

At the end of Ada Twist, Scientist , there is a marvelous illustration of Ada’s whole family reading. “They remade their world—now they’re all in the act / of helping young Ada sort fiction from fact.” It reminds me of the power of reading and of the important language and literacy work that early childhood educators do every day.

—Lisa Hansel

We’d love to hear from you!

Send your thoughts on this issue, as well as topics you’d like to read about in future issues of Young Children , to [email protected] .

Would you like to see your children’s artwork featured? For guidance on submitting print-quality photos (as well as details on permissions and licensing), see NAEYC.org/resources/pubs/authors-photographers/photos .

Is your classroom full of children’s artwork? To feature it in Young Children , see the link at the bottom of the page or email [email protected] for details.

Lisa Hansel, EdD, is the editor in chief of NAEYC's peer-reviewed journal, Young Children .

Vol. 74, No. 1

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Language and Literacy

Language development  refers to children’s emerging abilities to understand and use language. Language skills are receptive—the ability to listen to and understand language—and expressive—the ability to use language to communicate ideas, thoughts, and feelings. Children's language ability affects learning and development in all areas, especially emerging literacy.

Emerging literacy  refers to the knowledge and skills that lay the foundation for reading and writing. For infants and toddlers, emerging literacy is embedded in the Language and Communication domain. This reflects how closely connected these emerging literacy skills are to very young children’s beginning receptive, expressive, and vocabulary skills. For preschoolers, Language and Literacy are distinct domains. They reflect children’s growing skills as they begin to grasp differences between spoken and written language, as well as how they are connected.

Language and literacy skills can develop in any language, and for the most part, they develop first in the child's home language. Supporting development of the home language helps prepare young children for learning English. Head Start and Early Head Start programs must promote language and literacy goals for all children that are age, culturally, and linguistically appropriate and responsive. However, children who are dual language learners (DLLs) need intentional support to develop their home language as well as acquire English. For example, this may include creating environments that include their home language and culture; planning and organizing thematic instruction; and supporting them through transitions.

Language and Literacy for DLLs

Review the following resources under the  Planned Language Approach :

Research Base

• Hearing Language Is Learning
• Growing Up As a DLL
• Cognitive Benefits of Bilingualism
• Same, Different, and Diverse: Understanding Children Who Are DLLs

Home Language Support

• The Importance of Home Language Series
• Growing Up as a DLL

Planned Language Approach (PLA): Big 5 for ALL

• Alphabet Knowledge and Early Writing
• Background Knowledge
• Book Knowledge and Print Concepts
• Oral Language and Vocabulary

Phonological Awareness

Specific Strategies to Support DLLs When Adults Do Not Speak Their Language  also offers a variety of resources for supporting infants, toddlers, and preschoolers who are DLLs and their families.

Language and Literacy Domain

To read more about the Language and Literacy domain, visit the  interactive Head Start Early Learning Outcome Framework (ELOF) . There are two domains under the Language and Literacy domain: Language and Communication, and Literacy.

Language and Communication Sub-Domains

The Language and Communication domain includes the following sub-domains for infants, toddlers, and preschoolers:

Attending and Understanding

• Communicating and Speaking

The Language and Communication domain also includes the following sub-domain for infants and toddlers:

Emergent Literacy

Literacy sub-domains.

The Literacy domain includes the following sub-domains for preschoolers :

Print and Alphabet Knowledge

Comprehension and text structure, effective teaching practices.

The effective teaching practices that follow are grouped in three categories: Interactions, Environment, and Individualization. Examples of ways to support goals for children are provided by sub-domain. It is likely, however, that these practices will also support goals for children in additional domains and sub-domains. This is the nature of teaching and learning in the early years.

Home Visitors

Teaching practices in home visiting are the ways that home visitors work with families to provide experiences that support their child’s development and learning, engage in responsive interactions, and use the home as the learning environment.

Home visitors:

• Facilitate parent-child interactions
• Engage parents in focusing on their child’s development
• Directly encourage parents to teach, talk, and interact with their child in responsive and warm ways
• Use family activities, routines, and materials in the home for learning
• Collaborate with parents to plan activities and experiences

Home visitors may consider using group care teaching practices in the “Know,” “Do,” and “Improve” sections during home visits and group socializations. They can engage with parents to identify, adapt, and use these practices, or when appropriate, model the practices.

Explore Resources

Communicating and speaking.

Resource Type: Article

National Centers: Early Childhood Development, Teaching and Learning

Last Updated: December 28, 2022

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Information Literacy Competency Standards for Higher Education

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The Information Literacy Competency Standards for Higher Education (originally approved in January 2000) were rescinded by the ACRL Board of Directors on June 25, 2016, at the 2016 ALA Annual Conference in Orlando, Florida, which means they are no longer in force.

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