Teaching Communication, Language and Literacy to Multilingual Learners in Early Childhood Settings

Running head: COMMUNICATION LANGUAGE AND LITERACY
COMMUNICATION LANGUAGE AND LITERACY
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COMMUNICATION LANGUAGE AND LITERACY1
Introduction
Language is understood as important mechanism for thinking and learning and devoid of
language abilities, learners’ ability to avail academic texts and critically evaluate will be reduced.
However, as classrooms develop more linguistic and ethnic diversity, it turns out to be highly
crucial for all teachers to obtain profound understanding of language and literacy growth
(Kucirkova et al., 2017). According to the Australian Early Development Census (AEDC),
multilingual students in public education continue to increase in number. These diverse learners
bring an affluence of linguistic and cultural understanding into their schools and involve with
literacy in diverse ways (Temple et al., 2017). The essay will aim to examine the modern
approaches for teaching communication, language and literacy to multilingual learners in early
childhood settings. In addition to this, the essay will elucidate the value of diverse learners on the
optimal language of children.
Discussion
With increasing level of diversity, Australian classrooms have gained the capacity to
develop sites of language, ethnic and knowledgeable learning. According to Cook (2016), while
such as cultural and linguistic multiplicity pertains in school demographics, it has been rarely
been revealed through the approaches that language, communication teaching and education are
abstracted in classrooms. While, educational institute populaces have continued to diversify the
approaches through which teachers have been teaching literacy as well as use linguistic have
developed highly standardized, regulated and supervised particularly for youngest apprentices in
early childhood classroom. Such an importance on standardization typically benefits those
language as well as literacy practices related to dominant principles and entrusts alternative
practices to places beyond school walls (Pacheco & Miller, 2016). Irrespective of these