Abstract:
Prevailing research presents evidence that links language proficiency to fundamental literacy
acquisition. However, when language and literacy acquisition are simultaneous, as is the case with
young (4-6 years) English language learners (ELL’s), who acquire literacy in a language not spoken at
home in B.C. Canada, the research is limited. The aim of the study was to explore and compare the
language and literacy profiles (LLP) of ELL’s and monolingual learners. The normative processes as
elucidated in the theoretical frameworks of Bronfenbrenner’s ecosystemic model, Vygotsky’s
sociocultural model and the Critical Theory (CT) model informed the comparative framework. In
addition, the second language acquisition (SLA) theoretical frameworks purported by Chomsky,
Vygotsky and Krashen are elaborated upon. A causal comparative approach to the mixed model
research design and a complementary mixed methods approach is applied to the study. The study
interactively investigated the cultural and linguistic diversity (CALD) of ELL’s and sought statistically
significant differences between the language and literature profiles (LLP) of 25 ELL’s and his/her
parent - whose home language is other than English during first time literacy acquisition - and 25
monolingual learners and his/her parent (selected via a simple, purposive, random sample strategy)
when English is the language medium used in the inclusive classroom. The qualitative findings
delineated the LLP of the ELL’s with regard to CALD, biographic and background details; the
quantitative findings, delineated the at risk educationally vulnerable minority by virtue of their
limited English proficiency (LEP) and limited emergent literacy and language profile (LLP). The
identification of the at risk educationally vulnerable minority, informed the proposed theoretical
framework for the study, namely, namely, LLP - Semiotic Scaffolding-From Theory to Practice and
the attendant curriculum. Findings are discussed comparatively with the classic and current
theoretical frameworks pertaining to child development, language acquisition for both first and
second language acquisition (SLA) in addition to globalisation, inclusive education and social justice.
The implication of the findings for policy makers, curriculum planners, schools, teachers, classrooms,
parents and the learners are discussed. Opportunities for further research are noted.
