Patterns of Literacy Among Young ELLS: Transitioning From Early to Academic Literacy
Date
2021-01-15
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Abstract
This sequential mixed methodological study followed a cohort of English language learners (ELLs) in their transition from elementary to junior high school. An analysis of this transition is pertinent, as ELLs are at heightened academic risk while trying to close the language gap with their native English speaking (NES) peers. This inquiry investigated the patterns of early language and literacy visible for ELLs that emerged throughout Provincial Achievement Tests as they transitioned to academic literacy. Qualitative data added explanatory insights to the study’s quantitative findings. School districts throughout Alberta seek to address the challenges of meeting the literacy learning needs of an increasing ELL population. The findings from this study have implications for school improvement and classroom pedagogy related to early literacy and academic literacy learning.
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Keywords
early literacy, academic literacy, vocabulary knowledge, classroom pedagogy, English language acquisition
Citation
Browning, A. (2021). Patterns of Literacy Among Young ELLS: Transitioning From Early to Academic Literacy (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.