The Process of Literacy Development - Research Paper Example

? Development of Literacy 24th, July, Development of Literacy The process of literacy, according to various studies, isenhanced or hindered by psychological, linguistic, and socio-cultural forces. Consequently, all forms of instructional processes must be tailored on the need to appropriate these forces in a manner that serves the course of literacy. Various inferences have been drawn out of the academic inquiries on literacy development. The inferences show that these forces determine the individual and social aspects of literacy development (Anderson, 1994). Essentially, the social and individual aspects of literacy developments have been understood alongside the development of the mind and cognition. Indeed, some studies have emphasized that the development of literacy mirrors the individual’s levels of mental development. On this account, it might be necessary for instructional strategies to recognize the variations in the individual capabilities and social forces that determine the general process of mental development. A study conducted by McVee, Dunsmore, and Gavelek (2005) focused on the schema theory in the understanding of the development of literacy from an individual’s point of view. This study distinguished between the schema theory and socio-cultural theories, which have attempted to explain the process of literacy development within the context of social interactions and historical factors. In order to emphasize on the individual initiatives at the center of literacy development, the schema theory cites the example of the individual efforts employed by a child in the development of language and literacy. Children will tend to devise customized methods that are appropriate to address their peculiar needs in accordance with the kind of challenges that they encounter. This observation is consistent with a range of studies that have shown that language learners from different socio-cultural backgrounds will tend to manifest different capacities in the process of language acquisition. In the determination of the most appropriate instructional strategies, language teachers should consider the fact that language is basically a naming system. It reflects the manner in which cultures, societies, and communities choose to name the world and things around them. Naturally, this naming system is controlled by the traditions, values, norms, and belief systems of the respective groups (Anderson, 1994). The system of naming varies from one society to another. This means that a literacy classroom may not be necessarily homogenous. If language and literacy development represent worldviews, it follows that literacy students from monolingual and bilingual backgrounds will have different experiences in the course of the learning process. A monolingual learner may encounter clashing worldviews that are essentially different from the world that he or she is accustomed. This may reflect through the challenges of comprehending the various signs and signifiers that a resident in languages (Casson, 1983). On the other hand, a bilingual student may encounter significant challenges that relate to a mismatch in meanings between the two languages. Therefore, this calls for a multiplicity of strategies in order to address both the literacy needs for the groups and individuals across all observable variations. Some studies have pointed out the need to consider the impact of linguistic variations on literacy developments. Linguistic variations are generally diagnosed in the differences in syntax, lexicon, prosody, and phonology (Kucer, 2009). These four elements, syntax, lexicon, prosody, and phonology are central in the process of meaning making. As such, it is important for literacy instructors to examine and explore the various differences that manifest between these elements. Usually, linguistic variations may lead to distortion or misrepresentation of the intended meanings in language (Casson, 1983). It might be important to consider the differences in terms of the manner in which they affect the general language structure. Some of the features of language are culturally situated. Literacy development has often been linked to the growth of rationality. Court discourses are determined within the context of literacy. The ability to articulate arguments and the proper choice of words determines the merits of the case. The logical elements are determined through the conversion of linguistic elements into logical symbols. The instructional curricula of literacy may put sufficient emphasis on the lexicon, phonological aspects of linguistics in order to prepare the learners for the possible challenges that may be encountered through improper use of these aspects. This would shield the literacy learners from the perils of ambiguity, improper use of words, and other challenges that relate to the inappropriate application of linguistic features within the learning process. Multiple analyses have argued that the process of literacy development is heavily reliant on psychological processes. Cognitive processes shape up because of the interplay between the language receptors and psychoanalytic processes. Prior knowledge, assumptions of the mind, conscious and subconscious processes have an important role in the literacy development processes. Psychological aspects of learning are analyzed within the context of the development of psychoanalytic processes within language. The element of cognition becomes psychologically determined. Cognitive processes are also important in the area of memory. They enhance memory by identifying and organizing the linguistic signs in ways that are easily receptive to the mind. Usually, the learner develops a peculiar system of understanding that responds to his or her own psychoanalytical leanings. A proper model of instructions should involve safeguards against the possible linguistic dangers that might affect the learning process. Generally, the process of literacy development should take place within multiple strategies. A class of language learners will tend to have different a wide variety of needs. A good strategy is one that combines the various factors of individual and group learning in order to achieve a sense of harmony in the learning process. The linking of the cognitive and linguistic process of literacy development is often regarded as a fundamental strategy of instruction. It is important for the instructor to step out of the standardized models of teaching in order to capture the needs of the students as they appear within a classroom setting. Weighing into the psychological processes of learning process is important because it allows the instructor to estimate the levels of needs of the learners in order to consider the most appropriate and effective approaches that could advance the learning process. Other studies have supported the need for flexibility in the literacy development process because it allows for frequent revision of strategies in line with the emerging learners’ needs. Ultimately, psychological, linguistic, and socio-cultural forces have a significant impact on literacy development. Instructional strategies must include a comprehensive curriculum that encompasses all the four areas. Past and recent attempts to devise the most effective curricula have tended to rely primarily on any one of the three mentioned areas. However, emerging perspectives have indicated the value in the combination of all the three within the curriculum in order for the learners to benefit from the attendant synergies. The instructional strategies must be based on the need to enhance the capacity of the teacher to distinguish between the different aspects of the literacy development process. This must involve an awareness of the different backgrounds that relate to the linguistic, psychological, and socio-cultural factors of the study. Psychologically, the instructor must be aware of the possible obstacles that might hinder literacy development in the students (Street, 1984). Such awareness should lead to a strategy of exposing the learner to new psychological environments with the objective of obtaining a balanced comprehension of the learning strategy. References Anderson, R. C. (1994). Role of reader’s schema in comprehension, learning, and memory. In B. Ruddell, M.R. Ruddell, & H. Singers (Eds.), Theoretical models and processes of reading. New York: International Reading Association.  Casson, R. W. (1983). Schemata in cognitive anthropology. Annual Review of Anthropology, 12, 429-462.  Kucer, S. B. (2009). Part 2: The linguistic dimension of literacy. Dimensions of literacy. New York: Routledge. McVee, M., B., Dunsmore, K., & Gavelek, J., R. (2005). Schema Theory Revisited. Review of Educational Research. 75 (4). 531-536. Street, B. V. (1984). The autonomous model: Literacy and rationality. In Literacy in theory and practice. Cambridge: Cambridge.  Read More