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• W208398415 abstract "In order to achieve literacy, children must have mastered the decoding and encoding processes of the language of instruction. Usually this has been accomplished long before the child enters school. Howe'ver, if the child's language is atypical 'for any reason, such as cultural or linguistic factors, then the acquisitiOn of literacy requires a well-laid foundation which consists of a sympathe=ic and comfortable classroom environment and facility with the language of instruction. When this has been accomplished, the child is ready to learn to read, but should do so under conditions conducive to mastering reading skills. Through all this, it must be remembered that language variation can be used as an adjunct to learning to read rather than a hindrance. (JM) *********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not .available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affectsthe quality * * of the microfiche and hardcopy reproductions ERIC makes available * * via the ERIC Document Reproduction Service (EDRS). EDRS is not * responsible for the quality of theoriginal document. Reproductions * * supplied by EDRS are the best that can be made from the original. .*********************************************************************** U S DEPARTMENT OF HEALTH EDUCATION t WELFARE NATIONAL INSTITUTE OF EDUCATION DeC,VE Hay PCF% HERk0 ,7E0 exACT.r As Re.,:E,,,ED RC: THE PER' OR 3RGAY Z AY ,0% g?+C, r. A. %C. nr`r > :'fdr ON JP,% SAE0 D11 nr,OT ECf ,SAR,.. R t Nar DNA. ,HST 7,4 ED ,/CA' ,DR LANGUAGE VARIATION AND LITERACY Norma I. Mickelson Norma I. Mickelson, Acting Dean of Education University of Victoria, The topic upon which I have been asked to speak today is Language Variation and Literacy. One could argue at great length about whether or not in a modern, technological society literacy is an essential characteristic for living. However, I am going to begin by assuming that literacy is an educational goal worth achieving. Simply defined literacy is the ability to read and Write and in the context of this discussion, the literate child is the one who can, and in fact srre ad and write. It is generally accepted that in the educatiOnal setting there are four major facets of the language arts -I listening, speako6g, reading and writing. Of these, speaking and listening are normally acquired before reading and writing. In fact, long before the child comes to school he has mastered the fundamentals of both encoding and decoding his language. That is, he can both speak (make himself undersbood) and listen (understand what is being said). The child learns to speak and to Iflitbnlargely as a function of his participation in the language milieu in which he is immersed. In other words, Japanese children understand and speak Japanese, French children" @default.
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• W208398415 date "1975-11-01" @default.
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• W208398415 title "Language Variation and Literacy." @default.
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