Issues in Early Literacy
Featured The Occupational Profile: Perspectives on Pedagogical Practice in the Training of Early Childhood Education Teachers in Medellín (Colombia) View Digital Media
Paper Presentation in a Themed Session Daniela Colorado Orozco
The main objective of this research, which stems from the macro-project Evaluation of the Social Impact from a Critical Perspective of the Training Program for Early Childhood Educators in the City of Medellin, is to establish the understanding that early childhood educators in the city of Medellin have of their occupational profile. The text presents the findings that took place in the development of the Diploma Course on the Training of Early Childhood Educational Agent in the City of Medellin, where Research-Action-Participation was used as a methodological guide in its development in the consolidation of a scenario of dialogue and reflection based on the pedagogical experiences and formative trajectories of early childhood teachers. From the results, it is possible to identify the different understandings of an occupational profile according to the teachers' discourses, which reflect the consolidation of the personal perception of the profession, as well as the daily practice of the same, highlighting the incidence of these understandings in pedagogical practice. Aspects such as the qualities and characteristics of early childhood teachers, the reflection and transformation of pedagogical practice, the qualification of knowledge and continuous training, and the design of pedagogical strategies and interventions are highlighted.
Featured Examining the Efficacy of Intelligent Virtual Tutors in Early Childhood Literacy: A Multimodal Social Semiotics Perspective View Digital Media
Paper Presentation in a Themed Session Nermin Karademir
This study investigates the implementation of Intelligent Virtual Tutors (IVTs) in early childhood literacy education through a multimodal social semiotics lens. Whilst IVTs promise personalised learning experiences through artificial intelligence and adaptive algorithms, their effectiveness in supporting diverse literacy development remains understudied. The research employs a qualitative case study approach, examining three children aged 4-6 in South and Mid-East England. Data was collected through semi-structured interviews with parents and teachers between October and December 2024, focusing on the children's engagement with IVT platforms and their literacy development across multiple modes of representation. The investigation explores how IVTs address the complex nature of early literacy development, encompassing traditional reading and writing skills alongside the interpretation of various semiotic resources including gestures, images, and sounds. Key areas of analysis include parent’s and teachers’ perspectives of IVTs' capacity to accurately assess learning styles, maintain engagement, and ensure developmental appropriateness. Initial findings suggest varying levels of engagement and effectiveness across different modes of literacy learning, with particular insights into the role of human-computer interaction in fostering intrinsic motivation. Initial findings also highlights the quality of dialogic interactions and the ability of IVTs to support meaning-making across multiple modes of representation. Overall, this study aims to contribute to the discourse on technology integration in early years by providing empirical insights into the potential and limitations of IVTs. With full analysis expected to be finalised in mid-February, the findings aim to inform educators, researchers, and designers about the responsible integration of these emerging technologies.
Administrators’ and Teachers' Perceptions of English Language Policy in Public Elementary Schools View Digital Media
Paper Presentation in a Themed Session Martha Cecilia Valenzuela Torrescano, Jose Luis Ramirez Romero, Juan Pablo Durand
While learning is an ongoing process, it is subject to specific educational policies and curricular frameworks in schools. The objective of this research is to explore administrators' and teachers' perceptions of language policies and programs related to the teaching and learning of English as a foreign language in Mexican public primary schools. The significance of this undertaking lies in its capacity to inform policy makers and educators in the design, implementation, and evaluation of language policies, curricula, and teaching strategies that contribute to the enhancement of language learning in educational institutions. Our investigation, situated within the fields of policy and second language learning, employs a qualitative methodology, framed within a phenomenological approach, that incorporates documentary analysis and semi-structured interviews as data collection techniques. The results of a pilot study have revealed significant discrepancies between policy rhetoric and operational realities, highlighting key findings such as inequities in resource allocation, programmatic discontinuity, limitations in teacher training, and the recognition of linguistic hierarchies. These findings suggest that the implementation of language policy in Mexico is hampered by structural contradictions that require a profound reconceptualization. Effective reforms require the formulation of policies that are responsive to local needs; the active involvement of educators in the design and evaluation of policies, curriculum, and teaching strategies; and the equitable distribution of resources to ensure effective implementation. Addressing these issues demands systemic change rather than superficial adjustments, with an emphasis on structural equity, recognition of linguistic and cultural diversity, and teacher training adapted to contextual realities.
