DIVERSITY, EXCLUSION AND RISK, AS SECOND-LANGUAGE LEARNERS OF IMMIGRANT PARENTS ACQUIRE FIRST-TIME LITERACY IN ENGLISH

dc.creator	Elizabeth Snelgar
dc.creator	Norma Nel
dc.date	2012-09-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:16:43Z
dc.date.available	2015-07-20T22:16:43Z
dc.identifier	10.5785/28-1-116
dc.identifier	0259-2312
dc.identifier	2224-0012
dc.identifier	https://doaj.org/article/c5b6c8f2cdf3446fac4b389aaaa3a1b4
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/18588
dc.description	<p><em>Research has shown that acquisition of literacy skills and the ultimate realisation of literacy, which involves comprehension of the written text, require more than the ability to decode individual words. This study provides a synopsis of current research on the topics of globalisation, the resultant cultural incompatibility in the classroom, emergent literacy, vocabulary development, reading, and reading comprehension. As such, it offers a discussion of a comparative study of limited English-proficient (LEP)/English language learners (ELLs) acquiring first-time literacy, with the attendant vocabulary deficits and lack of age-appropriate decoding skills. Quantitative and qualitative approaches were combined to examine the differences between reading skills, comprehension, and vocabulary when a learner born of foreign parents acquires first-time literacy in a language other than his or her home language. Statistical techniques were used to analyse and interpret the research results. Analysis of the study results isolates and specifies an at-risk educational minority through the identification of a hidden comprehension deficit (HCD).</em></p>
dc.language	English
dc.publisher	Stellenbosch University
dc.relation	http://perlinguam.journals.ac.za/pub/article/view/116
dc.relation	https://doaj.org/toc/0259-2312
dc.relation	https://doaj.org/toc/2224-0012
dc.source	Per Linguam : A Journal of Language Learning, Vol 28, Iss 1 (2012)
dc.subject	English language learner
dc.subject	limited English proficiency
dc.subject	hidden comprehension deficit
dc.subject	rapid automatic naming
dc.subject	phonemic awareness
dc.subject	comprehension deficit
dc.subject	second language
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	DIVERSITY, EXCLUSION AND RISK, AS SECOND-LANGUAGE LEARNERS OF IMMIGRANT PARENTS ACQUIRE FIRST-TIME LITERACY IN ENGLISH
dc.type	article