Teachers of Emergent Literacy Learners From Economically Disadvantaged Situations

• In Event: 34.034 - From Vygotsky to Critical Multiculturalism: A Call for Education Equity in San Antonio Schools

Abstract

Objectives or Purpose

This paper seeks to examine the practices and stances of teachers who successfully engage with early childhood learners whose families live in poverty in ways that promote substantive literacy acquisition and development. In particular, this paper studies pre-literacy readiness perspectives as well as emergent literacy views in light of student achievement and teacher efficacy.

Perspective(s) or theoretical framework

Drawing upon the work of Paulo Freire (2004; 2014) and utilizing Lev Vygotsky’s (1987) Social Constructive Theory this paper analyzes literature and data that explores the achievement gap between children of poverty and their counterparts within mid-to-high social economic status (Buckingham, J., Wheldall, K., & Beaman-Wheldall, R., 2013). In addition to confirming the existence of an achievement gap, the literature pinpoints inequities that contribute to the underachievement of children living in poverty.

Additionally, studies indicate that not all students who are successful in early childhood programs continue on this trajectory throughout their k-12 academic careers (Gutiérrez K., Zepeda D., & Castro D., 2010). Combining a Freirian stance with early literacy research this paper investigates literacy trajectories of children participating in classrooms that espouse traditional pre-literacy perspectives with those participating in classrooms that prescribe to emergent literacy practices.

Methods and Data sources

This paper takes a historical look at the ways in which literacy (reading, writing, viewing, thinking, and speaking) engage learners in ways that promote equity and access while investigating praxis and curriculum that perpetuate inequities inside and outside the classroom. Data reveals that children from lower SES families participate in early literacy programs, but it is becoming increasing clear that participation alone does not guarantee life-long literacy success. In fact, studies reveal that gains made by children enrolled in early literacy programs begin to trail off in upper elementary school.

Results and/or substantiated conclusions

Since access alone does not necessarily lead to student success and improved literacy it behooves educators to look closely at what happens inside of early literacy programs. The literacy research indicates that immersing children in responsive environments that promote a broad range of literate activities is key to emergent literacy and continued academic success. This view embraces the unique ways in which children approach text, tool usage, and symbols. It facilitates children’s thoughtful engagement with literacy and seeks to support children beyond routinize skills based instructional activities.

Scientific or scholarly significance

With more than half of Texas public children classified as economically underprivileged (retrieved from http://tea.texas.gov/communications/pocket-edition/), recognizing the role of praxis and engagement in long-term student success is imperative. Educators and stakeholders must come together in ways that promote equity and support learners in meaningful ways that result in success in the classroom and beyond.

Author

• Teresa Mobley Sellers, The University of Texas - San Antonio