Comparative Literacy Development Trajectories in Bilingual and Monolingual Learners: Observation-Led Evidence from English-Dominant Schooling

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@article{1714238,
      author = {Oluwabunmi Ajiboye},
      title = {Comparative Literacy Development Trajectories in Bilingual and Monolingual Learners: Observation-Led Evidence from English-Dominant Schooling},
      journal = {Iconic Research And Engineering Journals},
      year = {2023},
      volume = {7},
      number = {5},
      pages = {464-469},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1714238.pdf},
      abstract = {The acquisition of literacy competence is a cardinal propeller for the attainment of early academic progress and Special Educational Needs and Disabilities (SEND) identification in English-dominant education systems. However, despite the increasing variations of language, early literacy standards are often adopted using monolingual norms. This study assesses corresponding literacy development indicators, in bilingual and monolingual learners, observing patterns through which early decoding difficulty, reading fluency, and comprehension patterns are understood over time. Against the backdrop of longitudinal, observation-based data across dominant and professional settings in England, the study analyses (i) early literacy behaviours in bilingual and monolingual pupils, (ii) developmental divergence and convergence patterns across time, and (iii) decision points where literacy difficulty is interpreted as transient, developmental, or indicative of SEND. Observation records from active professionals are assessed alongside school-level SEND/EAL documentation and Local Authority context. A comparative section draws on education programme data from Rise to Inspire Africa Initiative (RIA) to contrast literacy recovery approaches in multilingual, low-resource contexts. Findings demonstrate that bilingual learners frequently exhibit delayed but accelerated literacy trajectories once language integration stabilises, while monolingual benchmarks applied prematurely contribute to misclassification risk. The paper proposes a linguistics-informed, trajectory-based literacy framework with implications for assessment practice, teacher development, and inclusive SEND decision-making.},
      keywords = {Bilingual Learners, Literacy Development, Monolingual Learners, Observation-Led Evidence, English-Dominant Schools.},
      month = {November},
  }