Literacy Journal Response, Week 2

Sulzby & Teale:
Think about classrooms you have visited. What aspects of emergent literacy have you observed in young children? How have you seen teachers support the growth of young children's literacy?


From the reading Emergent Literacy: New Perspectives by William Teale and Elizabeth Sulzby, reading and writing are two concepts, purposefully integrated to become emergent literacy.

Emergent literacy is not simply a cognitive skill, as stated by Teale and Sulzby, but is a developmental process (Teale and Sulzby, p.4). Therefore, learning through emergent literacy is knowledge that builds upon knowledge and which can only be improved through repeated reinforcement and exposure to the specific learning or task of reading and writing.

It is fascinating and exciting for me to learn how the concept of emergent literacy is referred to as a sociopsycholinguistic activity (Teale and Sulzby, p.2). For "sociopsycholinguistic" examines the realms of social interactions with others through the outward expression of language and pysche or psychology concentrates on the inward processing of language. Within this, linguistics is then the vehicle and driving force in connecting, translating the knowledge and understanding to deliver the cycle of literacy from the psyche to society. Therein exists the three main variables to a successful model of learning and teaching in schools today: self (psyche), others (social) and connections (linguistics).

Yes, this is absolutely fascinating to me because education has long been thought of as best practiced through one pathway of direct teaching from teacher to student. Yet, now, as we further examine and research what learning and literacy really means from the perspective of the child, we discover that there exists numerous and non-direct pathways for learning and emergent literacy to occur. Therefore, teaching should also reflect this shift so that “in this way, learning and teaching can come together” (Teale and Sulzby, p.6). In addition, this yields reassurance and empowerment for children to know that their learning and emergent literacy is a continual process and not only a means of measurement to set standards.

Teale and Sulzby state that “the depiction of young children as active learners, as constructors of understandings about written language, is central to the concept of emergent literacy” (Teale and Sulzby, p. 4). I would propose that the concept of social understanding of behaviors for children, plays a far greater role in emergent literacy then has been examined and researched, thus far, by Teale and Sulzby. By this I mean, that as children are active learners, they need to first have an understanding of the social constructs and behaviors of their world and surroundings. When the framework for understanding societal forces exists, there than can be meaning attributed and applied to written and verbal language. With greater understanding, comes greater knowledge and motivation for learning.

I believe that literacy begins with the roots of social understanding because for example, a child born into the world learns immediately that his or her needs for food, comfort, and safety will or will not be met through the social interactions and surroundings around them. Only when the basic needs are met, according to Maslow’s Hierarchy of Needs, will the interest and capability to learn and understand be present. In this respect, I believe that social understanding is the foundation to which written and verbal language are built upon to form emergent literacy. This concept is similarly applied to school age children, as we consider curriculum developments to incorporate emergent literacy; not as a side thought but as a central and driving purpose and goal in teaching children all subjects.

As evident to me, emergent literacy is of great importance and influence to children’s learning not only in reading and writing, but also in math, science, and art as well. This is because for children, their world of social interactions is constructed within the set parameters of school and home life. From these social interactions, children learn from other children or adults, what and how to attribute purpose and meaning. Through books and reading, those purposes and meanings are defined and guided with the child’s own self-compass towards emergent literacy as seen when the child “reconstructs meaning from the book even though her words often deviate from the text” (Teale and Sulzby, p.4).

Emergent literacy gauges the interest and prepares the mind of the child for early learning in math, science, and art. For example, I believe that emergent literacy is vital for developing a child’s mathematical and scientific thinking because the act of reading is a linear process with set rules of reading from beginning to end, from left to right similar to mathematical and scientific operations. Through emergent literacy, children also learn to express their feelings and understanding of their world through the application and appreciation of art in story writing and reading. Also, the act of reading in emergent literacy includes reading signs and symbols, which prepares the child’s mind for visualizing and understanding spatial arrangements that are crucial to learning in math and science. This is not to say that reading or writing should not be taught simply for reading or writing’s sake, which is of great value. However, it is to say that aside from reading and writing competency, I theorize that the systems of thinking mathematically and scientifically also begin with emergent literacy.

My question now is why is emergent literacy not more prevalent in schools today? Why then does there still remain a disconnection between reading, writing, math, science, and art as separate subjects. As we have come to learn that the “three R’s” of reading, 'w'riting, and ‘a’rithmetic, simply, cannot and should not stand alone. Why then does there continue to be resistance in integrating learning strategies for children through such concepts such as emergent literacy?

In the third grade classroom where I also teach, I have observed positive learning from students during independent reading or group read aloud times. Positive learning includes focus, a sense of pride and accomplishment, and independent thinking. The teacher has also been greatly encouraging and supportive of the students and provides ample time for story time or independent reading time throughout the day. The children also learn to share their knowledge and gain communication skills by discussing their books with one another. In addition to reading, writing is exciting for the children as they become editors and writers during writer’s workshops. In the beginning, it was a matter of setting the groundwork for what reading and writing time is and why it is important. As a result of the teacher’s direct instructional support for literacy, the children now look forward to reading and writing as fun and positive activities in the school day.