Intentional emergent literacy teaching: why and how

Tamah, Siti Mina (2014) Intentional emergent literacy teaching: why and how. In: Proceedings: Becoming Reflective Educators and Professionals of Learning,The World Association of Lesson Studies (WALS). The World Association of Lesson Studies, Bandung, pp. 1152-1165. ISBN 978-602-99410-1-2

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In Indonesia, childhood education has been vastly developed since 2009 when the formal early childhood education framework about teaching for young pre-school learners (widely known as PAUD) was issued. This influences a number of Indonesia policy documents where recognition of early year learning is obviously formalized and issued by the Directorate General of Young Learner Education – an independent directorate officially formed in 2010. The recognition of the importance of education for preschoolers results to a certain extent in the requirements for entering the formal schooling. Some elementary schools as the first compulsory education level for children require seven-year old children who are officially regarded eligible for formal schooling to pass the test of Calistung (Baca, Tulis dan Berhitung) an acronym for Reading, Writing and Math, or the three R’s—‘reading, writing and rithmetic’ (National Quality Standard: Professional Learning Program [NQS PLP enewsletter], 2013:2). Although this practice of Calistung test administration is condemned and even officially banned by the Indonesian government regulation (Indonesia State Regulation, 2010), the teaching of Calistung or the three R’s in early years learning continues in preschools. Implied is that one particular concern with regard to early years learning, i.e.,literacy teaching is worth discussing to date. This article focuses on the issues for intentional literacy teaching for very young learners. It is organized to initially define literacy and emergent literacy in brief. It then presents applicable theories of language development. The argument for intentional teaching for very young learners follows. The article eventually explores the strategies for intentional literacy teaching by providing an example of teaching section employing play-based approach and cooperative learning. The model is provided as a blue print for teaching emergent literacy to very young learners. Keywords: intentional teaching, emergent literacy, cooperative learning

Item Type: Book Section
Uncontrolled Keywords: intentional teaching, emergent literacy, cooperative learning
Subjects: English Education
English Education > PE English
Divisions: Faculty of Teacher Training and Education > English Education Study Program
Depositing User: Ms M.N. Siti Mina Tamah
Date Deposited: 11 Feb 2016 09:37
Last Modified: 22 Feb 2016 06:52

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