Multiple perspectives on the role of English literacy skills in the curriculum of young English as a foreign language (EFL) learners in a Taiwanese urban context

Magdaleen Corne Lotter


This qualitative study explores the perceived influence of literacy skills on speaking skills for young English learners in Taiwan. Reading and writing skills are often neglected for the sake of improving learners' oral production. Previous research has shown a significant connection between oral production and literacy skills. The written modality is an asset in the EFL environment where there is a lack of native oral input, and integrating written language with oral for young ESL learners could lead to gains in oral proficiency. Interviews with teachers, school managers, parents, and a curriculum writer may indicate the inequality of time allocation towards literacy skills, and classroom observations may confirm this. Findings may reveal that teachers are not aware of parents' needs for their children's literacy skills. Teachers hope to spend more time on literacy in the classroom but are hindered by a full curriculum. Directions for future research are discussed.

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