An illuminative study of early literacy learners within one multi-age, 'whole' language context: how do the social interactions within one multi-age, 'whole' language class, support learners' cognitive, attitudinal and effective needs for literacy development

The aim of this study is to illuminate the development of early literacy learners within one multi-age, 'whole' language classroom, and to correlate the social interactions reflected in this context to learners's literacy cognition, attitudes and affective development for literacy. This study has drawn upon a number of resources, using naturalistic illumination procedures to delineate as effectively as possible, the links between teacher beliefs and practices to the social interactions that contribute to the literacy development of early literacy learners within one multi-age, 'whole' language context. Through this illumination, the importance of social interactions for supporting cognitive, attitudinal and affective needs of learners have emerged. Recommendations from this study have highlighted the significance these social interactions have for literacy learners , and for the classroom practices that support the literacy needs of learners within this context.