Abstract:

This paper examines the relationship between multilingualism, emergent literacy, and cognitive skills in the literacy development of English Second language learners (ESLs). The authors discuss the challenges that ESLs face in developing literacy skills, including issues related to multilingualism and cultural diversity. Drawing on recent research, the paper explores the important roles that emergent literacy and cognitive skills, such as phonological awareness, vocabulary development, and working memory, play in the literacy development of ESLs. The authors argue that a strong foundation in emergent literacy and cognitive skills can support ESLs' success in acquiring literacy in English, while also acknowledging the importance of maintaining and developing their native language skills. The paper concludes with recommendations for educators and policymakers to support the literacy development of ELLs, including providing effective literacy instruction that is culturally and linguistically responsive, promoting parent and community involvement, and supporting teacher professional development in working with ESLs.

Keywords:

ESL learners, emergent literacy, cognitive-linguistic skills.