Main Strategies for Supporting Language and Multiliteracy Learning
There are several strategies used by the ECTs to support language and emergent literacy and multiliteracy learning. The main strategies used by the teachers in supporting language and multiliteracy learning includes the proper use of objects, words and symbols in the education of children, teach the print and awareness of book, maintain the reading and writing behaviours, support in providing several opportunities for handling and exploring materials used in reading and writing and incorporating music, finger plays, rhythms and mime games. The teacher uses these strategies to maintain overall process of learning for the children (Fellowes and Oakley, 2011). The language and emergent literacy developed by teachers by capturing the interests of children, share the see-show-say strategy with families, introduce vocabulary in the teaching, read in small groups, highlight the favourite books of children and support children in learning process.
There are also various strategies used by teacher in the process of multiliteracy learning. As multiliteracy learning include various types of literacy like visual literacy, digital literacy, technological literacy and textual literacy (Shiel, et al., 2012). The strategies used by the teachers to provide support the multiliteracy learning that includes like diversify text media, create engaging classroom activities, use social media and provide access to digital media (Connor, et al., 2006). These strategies maintain the learning process of early childhood and improve the education of the children in their early years of study. ECT works in managing the process of learning for getting effective results of the children. Teachers create engaging classroom activities to promote visual literacy and manage the learning process with image. Students also get several opportunities with the use of digital media as access of digital media used to collect and create the information in proper manner (Khanum and Theodotou, 2019).
Strategies used by ECT to support children and families with English as an additional language to enrich language & emergent literacy
Early childhood teachers also support the children and families with English as an additional language to enrich language and emergent literacy. As the strategies used by the teachers work in teaching English to the children and families in proper manner. The strategies used by the teachers include encourage learning through play practices, use minimal language in teaching process, keep the teaching visual in the process, respect the wishes of the children’s families, by using local support provide to the children and by celebrating the culture of children (Hill, 2007). Along with the children, teachers also support their families with English as an additional language.
The teachers also encourage parents who does not English in proper manner and have limited proficiency towards various language skills. Teachers work to encourage parents to make their own resources. Teachers need to record some stories and songs for the children and they ask a parent to join within songs and read the story in their own language. By learning English as an additional language, the communication skills of children as well as parents become effective. Teachers need to follow some other strategies in provide effective learning of English as an additional language (AlHammadi, 2017). Teachers need to emphasize productive language, teach language skills across the curriculum, make cultivate relations and response based on cultural aspects, speak slowly so children understand in proper manner and don’t be afraid of technology. All these strategies are too effective for ECTs as it also improves emergent literacy in the process of education and maintain overall process of education improves by enriching language of children and their families. The simple change in the language of teachers is vital in providing better information (Westerveld, et al., 2017).
Strategies for Supporting Multiliteracy Learning
The multiliteracy is too important in the process of early childhood education as this improves the learning process of children in their early ages. In the role of ECT, teachers not only imposing the learning process but also provide support and feedback to the children in their education process. This literacy is mainly related to the communication process, social interactions and language. So, multiliteracy learning is also used to improve communication process of children. The multiliteracy environment can be implement with the help of the teachers (Wohlwend, 2008). The support of teacher helps the students to manage their own goals by creating a multimodal text. Teachers need to open the minds of the students and make a proper meaning of it. Teacher performs the role of intellectual to maintain a strong initiative among students related to promoting the communication. With the maintenance of multiliteracy rich environment, children and their families interact socially in proper manner as they understand the process of read and write with the implementation of this learning environment (Mosca, et al., 2015).
Teacher also plays a role of researcher to implement a multiliteracy environment in the overall process. In the various roles of education, teacher uses the role related to knowledge of practice to implement the multiliteracy environment. The teacher improves the interaction skills among children in their early ages so they can easily communicate with the people and gain knowledge of communication at initial level itself (Mistry and Sood, 2015). As teachers work to teach the students related to communication as it is one of the important knowledge areas for the children. The teacher creates an engaging classroom activity for children to construct a multiliteracy rich environment as it promotes the communication strategies and also improve social interactions among children and community. The children and their families value their linguistic activities and also improve resources for them.
How Children’s Language and Multiliteracy Skills are Influenced by their Environment
The children’s language and multiliteracy skills are get affected due to the nature of environment. As it has been determined that unfamiliar surroundings and people can occur a stress and ultimately it damages the learning abilities of the children. Social environment is largely influenced the children’s language and also affect multiliteracy skills that used to promote communication (Balester, et al., 2012). It is important for the children that they immersed in language rich environment so that they improve their communication process in an effective manner. Social environment creates hurdles for the children language development and in multiliteracy skills that affect their learning abilities and proper development of language.
It has been analysed that environment support is too important in gaining language development and multiliteracy skills as learning environment affect the talking, reading and writing aspects of children. The literacy rich environment, develops the communication and social interactions of children (Kulju, et al., 2018). This process provides rich curriculum content in the process of language development. The environment is responsible for the overall growth of children. For making awareness of sounds, 80 % of growth can be managed by the environment and children understand by the surrounding itself. Living in a good social environment, it increases the development of child towards positive social relationships. This works to improve social interactions and communication of children in their surroundings (Sairanen, et al., 2019).
Conclusion
From the above discussion, the role of teacher in the development of children in their early childhood have been analysed. As teacher’s role is too important in the early childhood education and care. Emergent literacy works to build the foundation of the children in its early years. The learning is effective for children in their education as it helps them to understand the information. The language and emergent literacy developed by teachers by capturing the interests of children, share the see-show-say strategy with families and introduce vocabulary in the teaching.
There are also various strategies used by teacher in the process of multiliteracy learning. As multiliteracy learning include various types of literacy like visual literacy, digital literacy and technological literacy. ECT works in managing the process of learning for getting effective results of the children. Teachers create engaging classroom activities to promote visual literacy and manage the learning process. The teachers also encourage parents who does not English in proper manner and have limited proficiency towards various language skills. The simple change in the language of teachers is vital in providing better information. The support of teacher helps the students to manage their own goals by creating a multimodal text
References
AlHammadi, F.S., 2017. Prediction of child language development: A review of literature in early childhood communication disorders. Lingua, 199, pp.27-35.
Balester, V., Grimm, N., McKinney, G.J., Lee, S., Sheridan, D.M. and Silver, N., 2012. The idea of a multiliteracy center: Six response. Praxis: A Writing Center Journal.
Connor, C.M., Morrison, F.J. and Slominski, L., 2006. Preschool instruction and children’s emergent literacy growth. Journal of Educational Psychology, 98(4), p.665.
Fellowes, J. and Oakley, G., 2011. Language, literacy and early childhood education. Oxford University Press.
Hill, S., 2007. Multiliteracies: towards. Literacies in childhood: Changing views, challenging practice, p.56.
Khanum, R. and Theodotou, E., 2019. A comparative study of multimodal approaches to learning: to support children’s learning in the early years. Research in Teacher Education, 9(2), pp.22-27.
Kulju, P., Kupiainen, R., Wiseman, A.M., Jyrkiäinen, A., Koskinen-Sinisalo, K.L. and Mäkinen, M., 2018. A review of multiliteracies pedagogy in primary classrooms. Language and Literacy, 20(2), pp.80-101.
Mistry, M. and Sood, K., 2015. English as an Additional Language in the Early Years: Linking theory to practice. Routledge.
Mosca, R., Kritzinger, A. and Van Der Linde, J., 2015. Language and communication development in preschool children with visual impairment: A systematic review. South African Journal of Communication Disorders, 62(1), pp.1-10.
Sairanen, H., Kangas, J. and Sintonen, S., 2019. Finnish teachers making sense of and promoting multiliteracies in early years education. Multiliteracies and Early Years Innovation Perspectives from Finland and Beyond.
Shiel, G., Cregan, Á., McGough, A. and Archer, P., 2012. Oral language in early childhood and primary education (3-8 years). Dublin: National Council for Curriculum and Assessment.
Wohlwend, K.E., 2008. Play as a literacy of possibilities: Expanding meanings in practices, materials, and spaces.
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