More than ABC: Instructional Practices and Children’s Understanding of Literacy through English

Although schoolchildren in India perform poorly in reading/writing tests, little attention is paid to early literacy instruction. This article describes literacy instruction in an English-medium school; through classroom observations and children’s artifacts, it documents what four children in Lower...

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Bibliographic Details
Published in:Contemporary education dialogue Vol. 10; no. 1; pp. 37 - 65
Main Author: Gupta, Renu
Format: Journal Article
Language:English
Published: New Delhi, India SAGE Publications 01.01.2013
Subjects:
Alphabets
Case Studies
Classroom Observation Techniques
Difficulty Level
Emergent Literacy
English (Second Language)
Foreign Countries
India
Literacy Education
Writing Instruction
India
literacy instruction
instruction in India
alphabetic script
Early literacy
ISSN:0973-1849, 2249-5320
Online Access:Get full text
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Summary:Although schoolchildren in India perform poorly in reading/writing tests, little attention is paid to early literacy instruction. This article describes literacy instruction in an English-medium school; through classroom observations and children’s artifacts, it documents what four children in Lower KG understand about literacy in English, a language they do not know. The data point to the need for curricular guidance and teacher training for the early years of formal school instruction in English.
ISSN:0973-1849
2249-5320
DOI:10.1177/0973184912465160