Early literacy. (c2005)

Abstract

This case study explored two Lebanese teachers' beliefs and practices about the teaching of early/emerging reading and writing. The aim was to discover what literacy strategies were implemented in two Kindergarten classrooms to teach English-second learners (ESL) early literacy skills as to examine the extent to which teachers' beliefs coincided with their classroom environment and teaching practice. Data was collected from two KG 2 teachers and their classrooms in Beirut. Data collection methods included non-participant observations over a two month period, interviews, and a classroom physical environment rubric. Data revealed that one of the two teachers implemented an eclectic literacy approach, combining emergent literacy and reading readiness strategies. The quality and quantity of literacy materials in her classroom were rated as moderate. The interviews revealed that this teacher's beliefs about the teaching of early reading and writing generally matched her classroom practices. The second teacher observed implemented a reading readiness approach, applying product-centered literacy instruction. The quality and quantity ofliteracy materials in this teacher's classroom were rated as poor, with children having limited access to print and few opportunities to participate in literacy activities. The interviews revealed that while the teacher's beliefs about the teaching of early reading and writing were aligned with a combination of emergent literacy and reading readiness views, her beliefs conflicted with her observed classroom practices. Both the lack of resources and the school policy on literacy instruction prevented her from fully implemented her philosophy. The study sheds light on heretofore unexplored area, namely Lebanese Kindergarten teachers' beliefs and practices on early literacy instruction, as well as on some of the constraints within which teachers may sometimes operate.