Theoretical Perspectives on Literacy and Defining Literacy

Discuss the complexities of literacy learning for Aboriginal children and methods for supporting positive literacy outcomes. 

Therotical Perspectives on Literacy, Defining Literacy

 Multiliteracy is the extended scope of literacy pedagogy which includes two major aspects of literacy such as linguistic diversity and multimodal forms of linguistic expression. Since, the use of technology is changing; therefore there is a shift in the use of English language with different cultures; thus considering this a new literacy has been used and developed (Fellows & Oakley, 2014). 
There exists inequality in literacy for aboriginal children; therefore for this perspective rigid literacy achievement inequality among all children has stimulated time for early child development and care. Early childhood education and other disciplines needs continue changes so that it can sustain with the scientific reliability. The maturational perspective in this domain contends that children could not learn and write until they are adequately biologically mature. Thus, after reaching to a specific age, child education should be started right from the home wherein focus should also be laid on communication patterns (Palmer, Bayley & Raban, (2016). Another perspective is cognitive developmental which states that certain environmental and classroom activities should be held so that children can speed up the maturational process.  
Understanding oral language comprises of numerous complications as most often Aboriginal children do not understand the intent of the teacher. Therefore, in this perspective it is essential to involve all such elements through which the method of learning can be improved and strengthened. 
Since, aboriginal children are not included with other children; therefore it is essential for the school teachers to make use of proper language as that will only make things comprehensive. Focus is also required to be laid on key components of spoken language in which teachers should be polite and soft spoken so that aboriginal children can comprehend the things which are being taught to them (Ewing, Callow & Rushton, 2016).

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Language functions depict the purposes in which people use language to communicate with aboriginal children. It includes variety of formal and informal purposes and specific grammatical structures which improve the language function. Children of Australia are likely to be motivated in literacy when they know they will succeed. This is applicable in both reading and writing which allows good grounding of knowledge and literacy.  
Language and culture both have direct relationship with each other because culture shows the beliefs and practices that govern the life of a society and with the help of particular language; every aspect can be expressed suitably. This is also associated with communication as language is most important aspect through which cultural values and beliefs can be communicated. 
Aboriginal English is a dialect of Australian English which is used by large section of the indigenous Australian population (Fellows & Oakley, 2014). It is developed with the number of varieties which are developed differently in numerous parts of Australia.  
Bilingualism is regarded as the use of two languages used by an individual and it also defines about the fluctuating system in children and adults whereby they seek for proficiency in two languages. This might change the opportunities to use the languages and exposure to other users of the languages. 


Ewing, R., Callow, J. & Rushton, K. (2016). Language and Literacy Development in Early Childhood. (Chapter 1) Melbourne: Cambridge University Press.
Fellows, J. & Oakley, G. (2014). Language, literacy and early childhood education (2nd ed.) (Chapters 1-2, pp. 1-45) Melbourne: Oxford University Press.
Palmer, S., Bayley, R. & Raban, B. (2016). Foundations of Early Literacy: A balanced approach to language, listening and literacy skills in the early years. (Chapter 1 and p. 104) Victoria: Teaching Solutions.

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