Literacy & Language Learning: Strategies & Curriculum Analysis

This essay delves into the specialist areas within literacy and language learning, highlighting the importance of structural analysis of words, sentences, and texts. It emphasizes the need for collaboration among professionals with diverse specializations to enhance literacy standards. The essay addresses teaching and support needs in literacy and language learning, suggesting workshops and strategies for teachers. It also underscores the significance of student-friendly learning sources with constructive critique and illustrations to aid comprehension and application of concepts. Furthermore, the essay advocates for incorporating literacy and language learning into other subjects through joint activities to integrate language with subject-specific concepts, ultimately enriching the learning experience.

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LITERACY AND LANGUAGE LEARNING
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LITERACY AND LANGUAGE LEARNING
The boundaries between the specialist areas in literacy and language come about due to
the existence of different specialists and professionals in the field of literacy and language. The
boundaries are drawn by the differences in the abilities of these professionals to facilitate
successful literacy and language learning. Furthermore, the difference between specialists’ areas
in literacy and language depends on a professional’s area of specification in the literacy and
language learning (Hedgcock and Ferris 2018). To ensure the achievement of the objective of
literacy and language learning, there are some factors or learning aspects that form the basis of
the success (Gave 2016). Importantly, there is always need for a considerable emphasis on word,
sentence, and text structural and organizational analysis (Daly et al. 2015). To ensure perfection
in the grasp of structural and organizational analysis of words, sentences and texts, different
professionals with different areas of specification in the diverse aspects of literacy and language
learning have to complement their efforts despite the boundaries and differences in their areas of
specialization (Elder 2001).
Basing on the fact that literacy plays an essential role in the society. It has always been a
significant concern for educationalists to ensure that the level of standards and expectations of
what being literate is being realized to the optimum (Luke 2018). To achieve the higher
standards of literacy, the quality of literacy learning experience designed for the children plays
an important role. Furthermore, regarding ensuring quality literacy learning, some of the
underlying issues to be addressed include the teaching and support needs arising in literacy and
language learning (Hamayan, Marler, Lopez and Damico 2013). The teaching and support needs
can be shared by among relevant professionals with specialties in the respective needs identified.
Through identification of professionals with diverse areas of specialization cutting across the

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whole subject, this can help in the process of assigning the arising teaching and support needs to
the respective specialists able to address the need. Alternatively, the needs can be addressed
through the use of workshops whose objective will be creating awareness on how to manage
some teaching and support needs (Alton and Williamson 1992). Some of the management
methods of the needs that can be highlighted in the workshops include informing teachers on the
possible teaching strategies they can implement to address arising needs in their workstations
and the profession generally (Daly, Neugebauer, Chafouleas and Skinner 2015).
In order to ensure quality literacy and language learning experience for the children, the
learning professionals need more than just their own subject knowledge. The use of relevant
literacy and language learning sources is an efficient complementary method of ensuring the
perfect grasp of the subject by the children (Hedgcock and Ferris 2018). For instance, the sources
are supposed to be student friendly for the student’s learning experience. It’s often preferable
that these learning sources are designed on the basis of praise and a constructive critique method
that aims at correcting children’s learning errors, monitoring and promoting general growth and
consolidating success in literacy and language learning (Gaves 2016).Furthermore, sources that
incorporate the aspect of illustrations so as to clearly relay the intended concept to the children
are preferable. This is because Illustrations in learning sources make the concepts under study
quite easy to understand especially for children (Hamayan et al. 2013.). Also, use of illustrations
plays a role in motivating the ability of the student to relate and use the learnt concept to
alternative scenarios (Valdes and Quinn 2017). Some of the sources identified include;
“Discovering the secret of Words”, “The Vocabulary Enrichment program”, for improvement of
vocabulary skills among beginners and a Teacher as Researcher resource pack for literacy and
learning projects (Valdes and Quinn 2017).

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As indicated earlier, Literacy is an important part of individual in society. Because of its
role in the society, literacy and language learning can be in cooperated into other subjects
because its partially threaded to other subjects in the normal curriculum since normally, students
grasp knowledge through the process of listening, talking, reading and writing which needs use
of relevant phrases and terms (Luke 2018). Incorporation of literacy and language into subjects
and vocational areas has many benefits. This incorporation can be done through initiating joint
activities among students preferably in groups. This creates a platform for students to practice
and integrate language with other subject associated concepts learnt (Galton and Williamson,
1992).

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References
Daly, E., Neugebauer, S., Chafouleas, S. and Skinner, C., 2015. Interventions for reading
problems:Designing and evaluating effective strategies. Guilford Publications.
Elder, C., 2001. Assesing the languege proficiency of teachers:are there any border controls?
Journal of langueage Testing, 47-56.
Galton, M. and Williamson, J.,1992. Groupwork in the primary classroom. London: Routledge.
Gaves, M., 2016. Learning and instructions. The vocubulary book.
Hamayan, E., Marler, B., Lopez, C. and Damico, J., 2013. Special education considerations for
English Language learners;Deliverying a Continnum of services. Journal of language literacy.,
103-113.
Hedgcock, J. and Ferris, D., 2018. Teaching readers of English:Students,Texts and concepts.
Acomprehesive manual for ESL,EFL and EIL educators., 12-37.
Luke, A., 2018. Literacy and the other:A sociological approach to literacy research and policy in
multilingual societies. Critical Literacy,Scholing and Social Justice, 39-47.
Valdes, G. and Quinn, H., 2017. Reflecting on enduring Key issues in early literacy. Handbook
of Early literacy, 71-82.