The interaction between parents and their children who are pre-scholars is based on the provision of books that are natural at school and other learning institution. The mainstream methods are evident in the society and the world at large that depend on the systems of education that prepare students to take part in functional literacy (Heath, 1982). In some countries, structures of schools and institutions are similar to the learning structures found in homes, but in some, the compositions are different and sometimes conflicting.
There is limited information on the interaction of adults and preschoolers about story-reading and other literary materials. The specific literacy features that are the foundation of mainstream schooling is unknown, especially where the reading experience of children is concerned (Heath, 1982). Moreover, it is not clear how children from nonmainstream homes learn how to read, write and apply oral language in their quest to express knowledge in the pre-school setting.
The empirical study is about ways of extracting meaning from printed sources by different communities around the world through literacy events. Such events for pre-schooler include interpreting stop signs, bedtime stories, TV advertisements and analyzing the instruction on toys and games. Pre-schoolers use underlaid rules of their communities to read the literacy events. The social interaction and sharing of knowledge in the activities differ among populations (Heath, 1982). Literature events ought to also be interpreted based on the overall sociocultural patterns that can be reflected.
Pop culture and ESL.
Children who have grown up listening and reading narratives tend to apply the knowledge in their interactions with social peers. But at times it may not be possible to relate to everyone especially for those with grown-ups in different cultures and with different stories to associate with. Students have to master the academic content of their schools and the intricate linguistic of the dialect they learn (Duff, 2002). For those using English as a second language may be left out in narrative and social groups a situation that continues from pre-school to high school.
Students from English speaking communities that the author interviewed tend to listen to pop culture music and read English newspapers contributing to their comprehension of culture even better. The ESL student had to put the extra time of tutorials, practice and other academic activities, therefore, had less time to participate in the intake of the pop culture (Duff, 2002). For those with Chinese, Japanese or Korean families, they tend to listen to the radio or watch television programmes of their home language.
Pop culture can be a very resourceful tool in the classroom, but it is not widely spread as expected. Hence not all learners get to learn. If incorporated by teachers globally, discussions will be interesting, and students will be able to contribute. Awareness needs to be raised concerning the elements of pop culture that matter to different backgrounds and which are in line with various languages (Duff, 2002). Teachers can dedicate enough attention to critical media literature by conducting media surveys that will involve students. Also, they can try and identify pop culture characters during the regular class session that include current events. Moreover, it is essential for teachers to encourage both local and ESL students to bring up different elements of pop culture by using innovative, practical and subtle means.
References
Duff, P.A. (2002). Pop culture and ESL students: Intertextuality, identity, and participation in classroom discussions. Journal of Adolescent " Adult Literacy, 45(6), 482–487. Retrieved from http://www.jstor.org/stable/40014736
Heath, S.B. (1982). What no bedtime story means: Narrative skills at home and school. Language in Society, 11(1), 49–76. Retrieved from http://www.jstor.org/stable/416729
