ABSTRACT
This chapter provides the foundations for teaching young learners of English as a second or foreign language how to read and write. It describes the process of reading and writing (i.e., top-down and bottom-up processing), the cueing systems (i.e., graphophonic, semantic and syntactic) and the stages of literacy for both first and second language learners. The historical context of using a phonics vs. whole language approach to teach reading and writing is described as well as the development of sociocultural perspectives on literacy. Current research and critical topics surrounding the teaching of reading and writing are introduced, including literacy instruction in more than one language in early years. Challenges young learners of English face, such as differences in L1 and L2 writing systems, text structure and culture, are also discussed. Recommendations addressing these challenges are presented in terms of using a balanced literacy approach. This approach includes providing a language-rich environment with opportunities for children to read and write meaningfully in English as well as explicit instruction and scaffolding in both bottom-up and top-down reading and writing skills and strategies. Suggested activities will help English teachers encourage children to become progressively more independent readers and writers of English.
