The reader should be warned in advance that second language literacy is a complicated area and, as far as Young Learners are concerned, there is much that remains unknown,’ wrote Lynne Cameron in the introduction to her chapter on literacy in 2001 and, lo and behold, over 20 years later, this still holds true.
In a way, there are no surprises there. Developing literacy skills is challenging as it is, and if L1-English speaking early years learners struggle, with not even half of the kindergarten students reading at their grade level (Bahtia, 2024), what can we say? Our English . . .
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