Components and elements of language and how they relate to literacy acquisition

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Theoretical framework

A theory is an abstract body of principles pertaining to the facts that are significant within the phenomenon being investigated, the existing relationships between them and the resultant change (Mitchell & Myles, 2013:2). Theories are based upon reasoned argument and supported by evidence that is intended to explain the phenomenon (Richards & Schmidt, 2010:597). A theory is descriptive, captures the complexity of the phenomenon, brings about insight via interpretation and proffers an explanation or course of action to be followed via collaborative enquiry. (Mitchell & Myles, 2013:3). The process of theory building is reflexive by nature in that the dynamic nature of the phenomenon being investigated necessitates the need to constantly gather new information and examine new phenomena, resulting in the re-evaluating of the ‘infinite world of “facts’ and data” (ibid) as is evidenced in this study. Theory, or indeed an ideology, can and does provide the intellectual articulation of the principles embodied within the theory, which, when combined with contextual knowledge, provide insight into specific situations and often the possible direction for positive change. Chapter 2 elaborates upon the selected theoretical principles and proceeds with an exploration of the contextual knowledge creating insight into the LLP of the ELL’s who acquire literacy in a language not spoken at home.

Critical Theory

The term Critical Theory (CT), historically a Marxist social theory, propounded by Horkheimer (1937) as a descriptive and normative approach to social enquiry (Hosking, 2008:3) and now referenced as an educational philosophy and/or Critical Pedagogy emphasises critical reflection of phenomena concerning issues of social justice (Richards & Schmidt, 2010:147). The principle tenet of CT is to “enquire, identify, confront and resolve problems of injustice through the processes of awareness, reflection and argumentation” (ibid). CT is politically oriented and aligned with “emancipation and transformation of individuals in society” (Jessop, 2012:3) through intervention by fellow human beings.
Language and language use is an important aspect of CT, in that it is instrumental in domination and the purporting of participants’ ideologies and values (Richards & Schmidt, 2010:147). Although not within the scope of this research, language planning, described as a government authorised, long term, sustained, and a conscious effort to alter language form and function in society for the purpose of solving language problems (Kamwangamalu, 2011:890) is worth noting, when considering the ELL’s in British Columbia. More specifically, Tollefson (2006:42-59) describes critical language policy, as an approach to language planning that investigates the processes by which systems of inequality are created and sustained through language. Paulston (2003:476) further Tollefson’s notion, noting that language planning under the auspices of CT, is about choice. He furthers the discussion in noting that individuals do not have freedom of choice, be it in education or in the social sphere as is the case with the ELL acquiring first time literacy in a SL.
Critical theorists perceive language and literacy in terms of cultural practices and in addition are cognitive of the fact that their social networks and rituals, opinions and values inform their “sociocultural orientation” (Stone, 2004:9). (See 1.8.). In other words, critical theorists view language and literacy as facilitating “differential opportunities” within given situations or societies and therefore promote the cultural and language practices of minority groups within a society (ibid). With regard to the ELL’s acquiring first time literacy in a SL – in other words, simultaneous literacy and language acquisition – Delpit (1995:152-166) raises the issue of educational institutions and to what degree they accommodate or promote minority groups interests and needs in so far as they relate to education, as opposed to merely accommodating minorities within pre-existing language and cultural practices as is the case with the ELL acquiring first time literacy in a SL.
“Empowerment and emancipation from the constraints of social institutions and structures” are fundamental to most critical approaches (Richards & Schmidt, 2010:147) as is dogged pursuit and investigation beyond the unanimous acceptance of the status quo. CT seeks “the potentiality for or desirability of, things being other than they are” (How, 2003:149), in this instance, the ELL acquiring first time literacy in a language not spoken at home. A critical examination, identifying, confronting and resolving possible issues of injustice and inequality relating to the LLP’s of the ELL’s through the processes of “awareness, reflection and argumentation” looks to the “transformation of everyday life and individual experience” (Branner, 2011:6) of the ELL. In this chapter, the contextual framework noted in the previous section is expanded and interlinked, by further narrowing the discussion with a brief overview of the relevant theoretical frameworks, followed by the attendant literature review. In so doing, discourse on the comparative developmental process of language and literacy acquisition with regard to learners and teachers in British Columbia’s classrooms and the widening gap between theory, application and reality is explored.

 Bronfenbrenner’s Ecological System’s theory also known as the Bioecological System

Bronfenbrenner’s ecological system’s theory considers the child/learner 1 as “developing within a complex ‘system’ of relationships affected by multiple levels of the surrounding environment” (Berk, 2012:27). He identifies five environmental systems viewed as a “set of nested structures”
1 Referenced as the learner from here on.
(Bronfenbrenner, 1979:3), within which the learner develops and interacts. The learner is placed at the innermost core of the nested structures, the microsystem (See Figure.2.1).
The microsystem has the earliest and most immediate effect on the learner and consists of the interaction between family, peers, childcare (labelled as work in Figure 2.1) and school (Berns, 2012:18). Adults influence the development of learners while learners’ biological disposition and physical traits influence adults – a “bidirectional relationship (Bronfenbrenner, 1979). The longitudinal strengthening of the bidirectional relationship has lifelong ramifications for the future development of the learner (Bronfenbrenner, 1995:599-618) inclusive of early language and literacy development.

CHAPTER ONE INTRODUCTION TO THE STUDY
1.1 Introduction: Background to the research
1.2 Research Aim
1.3 Problem statement
1.4 Context of the problem statement
1.5 Research question and objectives
1.6 Hypothesis
1.6.1 Sub hypothesis
1.7 Research methodology and design
1.7.1 Sampling
1.7.2 Methods of data collection
1.7.2.1 The theoretical framework and literature review
1.7.2.2 Structured open-ended questionnaire
1.7.2.3 Literacy and Language Assessment (ALL)
1.7.3 Data analysis
1.7.4 Validity, reliability and credibility
1.8 Role and limitation of the researcher
1.9 Motivation for research
1.10 Clarification of terms and concepts
1.10.1 Diversity
1.10.2 Inclusion
1.10.3 Exclusion
1.10.4 Learners with special educational needs
1.10.5 Barriers to learning
1.10.6 At risk learners
1.10.7 Key terms used to define the population
1.10.8 Key terms used to define the literacy component
1.10.9 Key terms used to define semantic concepts
1.10.10 Key terms used to describe the acquisition of societal language by language – minority childre
1.10.11 Key terms relating to language development
1.10.12 Key terms relating to the reading process
1.10.13 Key terms relating to language and literacy acquisition
1.10.14 Key terms relating to school readiness
1.11 Organisation of the thesis
1.12 Conclusio
CHAPTER TWO DENOTATIVE LANGUAGE AND CULTURAL DISSONANCE AS GLOBALISM AND INCLUSION INTERSECT WITH FIRST TIME LITERACY ACQUISITION IN A SECOND LANGUAGE
2.1 Introduction
2.2 Theoretical Framework
2.2.1 Critical Theory
2.2.2 Bronfenbrenner’s Ecological System’s theory
2.2.3 Dynamic Systems Theory
2.2.4 Sociocultural Theory
2.3 Theoretical Frameworks pertaining to first and second language and literacy acquisition from a biological, environmental and sociocultural perspective
2.3.1 Universal Grammar
2.3.2 Vygotsky’s Theory of Constructivism
2.3.3 Krashen’s Natural order hypothesis and input hypothesis
2.4 Sociocultural perspective on second language acquisition
2.4.1 Mediation
2.4.2 Zone of Proximal Development
2.4.3 Scaffolding
2.4.4 Self-regulation
2.5 The literature review
2.5.1 Globalisation: Humanity on the move, culminating in education and linguisticvulnerability – a new reality
2.5.1.1 Globalisation: The outcome of population mobility, cultural and linguistic diversity and the ramificationsof contemporary language education
2.5.1.2 Globalisation: The Canadian landscape
2.5.1.3 Globalisation as it pertains to Canadian diversity
2.5.1.4 Super diversity
2.5.1.5 Globalisation: Diversity projections for the Canadian population 2006 – 2
2.5.1.6 Globalisation: Language, communication and educational vulnerabilit
2.5.1.7 Globalisation: culture and the inclusive education link
2.6 Inclusion: Addressing diversity
2.6.1 Introduction
2.6.2 The evolution of inclusion: Attitude, policy and practice
2.6.3 The devolution of inclusion from a Canadian perspective
2.6.3.1 The sedulous tryst between funding, support and practice
2.7 Pedagogical disconnect in culturally and linguistically diverse classrooms
2.7.1 Introduction
2.7.2 Re booting ethical pedagogy
2.7.3 Transculturation – re – vision
2.8 The importance of deep linguistic proficiency as it pertains to literacy acquisition in both first andecond language
2.8.1 Introduction
2.9 Language and literacy culturally skewed
2.9.1 Benefits of first time literacy in a mother tongue
2.10 The language and literacy connect
2.11 Language proficiency
2.11.1 Components and elements of language and how they relate to literacy acquisition
2.11.1.1 Prosody
2.11.1.2 Phonology
2.11.1.3 Morphology
2.11.1.4 Syntax
2.11.1.5 Vocabulary, lexicon development and academic outcome
2.11.1.6 Comprehension semantics and pragmatics
2.12 Literacy averse minority learners
2.13 Conclusion
CHAPTER THREE RESEARCH METHODOLOGY AND DESIGN
3.1 Introduction
3.2 The research methodology
3.2.1 Introduction
3.2.1.1 Research paradigm
3.2.1.2 Axiology
3.2.1.3 Ontology/metaphysics
3.2.1.4 Epistemology
3.3 Methodology- A Mixed Method Approach
3.3.1 Introduction
3.3.2 Qualitative research methodology
3.3.3 Quantitative research methodology
3.3.4 Mixed methods research methodology
3.4 The research design
3.4.1 Introduction
3.4.2 The strategy of Inquiry
3.4.3 The mixed methods research design
3.4.4 The research purpose
3.4.5 The research question
3.4.6 Research aim
3.4.7 Hypothesis
3.4.7.1 The sub hypothesis
3.4.8 Sampling
3.4.9 Data collection methods
3.4.9.1 Qualitative assessment methods and instruments
3.4.9.2 Quantitative assessment methods and instruments
3.5 Recording and electronic capturing of data
3.5.1 Qualitative data recording
3.5.2 Quantitative data recording and capturing
3.6 The statistical analysis strategy of the research
3.6.1 Research questions/or hypotheses
3.6.2 Identification of data type and variables of interest,
CALD and ALL variables
3.7 Cultural bias and limitations of the researcher
3.8 Ethical issues
3.9 Validity, reliability and credibility
3.10 Phases of research
3.11 Conclusion
CHAPTER FOUR RESEARCH ANALYSIS AND PRESENTATION OF DATA
4.1 Introduction
4.2 Analysis and presentation of qualitative data
4.3 Analysis and presentation of quantitative data
4.4 Overview and conclusion
CHAPTER FIVE SUMMARY, CONCLUSIONS AND RECOMENDATIONS
5.1 Introduction
5.1.1 Overview of the objectives
5.2 Summary of the theoretical framework and literature review
5.4 Conclusion
5.5 Recommendations
5.6 Limitations of the research
5.7 Concluding remarks
BIBLIOGRAPHY

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LANGUAGE AND CULTURAL DIVERSITY, GLOBALISATION, INCLUSION AND THE RESULTANT PHENOMENON OF FIRST TIME LITERACY ACQUISTION IN A SECOND LANGUAGE