Most studies of early script learning for children have investigated monolingual young learners by focusing on one particular language system, and these mostly include English, written in the Roman alphabet, as used for most European languages. Children’s considerable knowledge and understandings between Hangul and English, as presented in this paper, can open a new window onto young children’s literacy acquisition. The tutor children’s communicative interactions around reading and writing, written explanations presented on paper, behaviours, comments and responses during peer teaching were observed and analysed.
KOREAN SPELLING ALPHABET HOW TO
The tutor children taught the tutee children how to read and write in both Hangul and English and they led each teaching session in their own ways by using their own materials brought from their classrooms or homes as teaching resources.
KOREAN SPELLING ALPHABET FULL
In order to study the individual child in detail and capture the full richness of children’s experiences and understandings of Hangul and English, ten Korean preschool children aged between five and six took part in peer teaching sessions, in five pairs, with each pair having a tutor child, aged six, and a pupil, aged five, based on the qualitative aspect of script learning. Hangul and English, so that children’s literacy acquisition can be better understood and shared. This paper, therefore, is keen to explore Korean preschool children’s early awareness of two different writing systems, i.e. Both Hangul and English are written using alphabetic scripts and share some characteristics, but they have different orthographic rules.
Moreover, the issue of early script learning with children who are learning two different alphabetic scripts, Hangul (a non-Roman alphabetic script) and English (a Roman alphabetic script) simultaneously in a foreign language context has received little attention. However, although many emergent literacy researchers acknowledge that children develop literacy knowledge and skills during the early years, the issue of writing systems and their relation to early literacy development is an area which has received little research attention. Since many children learn how to read and write in different writing systems from an early age, their awareness of different scripts needs to be taken into account in order to understand their literacy acquisition. The paper suggests that young children are able to look for key concepts in different writing systems by constructing their own ideas about the principles of reading and writing from an early age as active language learners. The findings show that they were able not only to discover key orthographic principles which characterise each writing system but also to find similarities and differences between Hangul and English from different points of view: shapes of letters (block shaped vs linear), language units (syllables vs letters) and sound–letter relationship (shallow orthography vs deep orthography). This qualitative study discusses how Korean EFL (English as a Foreign Language) children understand two different writing systems, the Korean alphabet, Hangul, and the Roman alphabet, used for English, within a peer teaching setting.
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