Language learning and developmentally appropriate assessment requires a classroom environment organized for active learning. Effective classroom management in primary grade young children requires that teachers have adequate emotional intelligence and practice reflectively. The appropriate use of technology with young children who are learning a second language is of utmost importance. Managing classroom interactions to achieve an optimal environment for language acquisition of children is vital during early childhood. The teacher support necessary to achieve this must include teachers learning how to nurture active parental engagement in ways that specifically support the socio-emotional needs of young children so that they are more ready to strengthen language skills. The research-based evidence of appropriate pedagogical techniques to implement with young children must be grounded in understanding applied linguistics.
TopIntroduction
UNESCO and the Commonwealth of Learning (2021) estimate that over seven hundred million youth and adults worldwide do not have the essential literacy skills to read and write. Most significant is that two-thirds of those youth and adults are women. When a substantial proportion of the population have limited literacy, the negative impact of this dilemma is problematic for the global community.
Parents with limited literacy may prioritize work before education out of financial. Despite their best efforts, these parents may have lower expectations regarding education for their children, especially daughters. This leads to a vicious cycle of disadvantage that continues generation after generation in terms of health outcomes, welfare dependency, and gender inequality (Ball & Lewis, 2014; Hart & Risley, 1999).
This chapter introduces a brain-based approach to learning language and how it can be incorporated into an early childhood classroom. The focus is on the implication of brain-based learning that offers the young child a self-directed approach to literacy learning. The formula includes addressing the importance of positive classroom interactions with the classroom teacher, teacher engagement with each child’s family, and pedagogical techniques that support play-based language learning.
Adult-child interactions to achieve an optimal learning environment for language acquisition are vital during early childhood. The teacher effort necessary to achieve this must include teachers learning how to nurture active parental engagement in ways that specifically support the socio-emotional needs of young children so that they are more cognitively ready to strengthen their language skills. The research-based evidence of appropriate pedagogical techniques to use with young children must be grounded in a strong understanding of applied linguistics (Castro & Artiles, 2021).
This chapter is presented in eight sections. The first section provides an overview of a modern-day crisis that is referred to as the million-word gap. The second section discusses how language develops in the human brain and can be enhanced in the classroom setting. The third section discusses how to enhance the language acquisition of young children, as well as challenges, issues, and dilemmas in the use of self-directed learning, such as supporting self-talk as a tool for literacy skill development. The fourth section offers specific research-based recommendations for early childhood professionals to consider concerning adult-child interactions that support literacy skill building to support self-esteem. The fifth section discusses implications of classroom techniques related to building social competence that are related to language and literacy development. The sixth section discusses specific types of activities to use within the classroom, including reading stories aloud to children twice a day, which support children’s learning of grammar. The seventh section discusses the importance of the literacy program being a play-based curriculum. Finally, the eight section provides recommendation for developing a literacy program in a primary grade classroom.
Research Methodology
The literature review conducted for this chapter included locating all reviews of research on the topic of early language learning for young children (e.g., young children enrolled in the primary grades) which included using the ERIC and PsycINFO databases under the heading identifier “literacy learning from ages 5-9” and with keywords “teaching” or “education” or “literacy.” The literature review was largely limited to research articles, studies, and reports published since 2013 in peer-reviewed journals that addressed the implications of literacy skills training with young children in terms of theoretical findings, ongoing research, and practice for both early childhood educators working with young school age children as well as studies that addressed these issues of literacy learning for parents of young children. Some articles published prior to 2013 were included that were deemed seminal, such as the work of Lev Vygotsky and Jean Piaget, or highly influential, such as the initial studies suggesting the million-word gap.