The foregoing developments in the field
challenge the confines of orthography. This is promising, not only to researchers
but also for the teachers and curriculum developers who are facilitating student
literacy activities. With a working knowledge in this area of learning, they
may able to help position emerging literates for optimal L2 or L3 orthography
acquisition. Many of the studies and literature in this field, however, concern
a lot more with regard to grade school student literacy than to adults’. Thus,
it may be suggested for consideration to look into the literacy processes of
adults in learning a new orthography.
For now, it is a comforting prospect that
while our children engage in literacy to another orthography, we have tools
available to usher them to bi-, tri- or multi-literacy in this ever globalized world.
With this, to gain literacy in another orthography, then, is to harness
developed linguistic and cognitive repertoire and skills in a time-chained
approach.
No comments:
Post a Comment