Literacy Autobiography: Experiences in Language and Literacy Education

Literacy Autobiography
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Literacy Autobiography
Learning to read and write can happen in school environments or away from schools. Children learn from their teachers and schoolmates when in school and from parents, siblings and neighbors while out from school. When I was learning to read and write, the significant moments and themes included developing my oral presentation capabilities and word recognition skills, categorized into reading and writing and listening and speaking.
Reading and writing and listening and speaking are the fundamentals of learning to read and write. The memorable moments I had growing up were always trying to mimic how my father speaks. The aim was to gain the oral prowess he had in speaking. I thought he spoke the best English that I wished I could. In doing so, I always picked a conversation moment between my parents or between my father and other people and tried to imitate how he talked. In the long run, I developed oral presentation skills like my father's. While in school, I often imitate my teachers together with my classmates (Brace, 2015). We could talk like our teachers during break time. This helped me develop my oral presentation skills.
I always aimed at developing word recognition skills. This happens unconsciously most times. I was privileged to use my mother's mobile phone to access the internet and consume learning content. She set it on kids' mode and allowed me to access the internet services that targeted me as a child. I often listened to children's recorded songs and games where the characters spoke or sang. Most of them talk about alphabets, pronunciations, and how a child should behave (National Association for the Education of Young Children, n.d.). These helped to add knowledge to my writing skills. While in school, our teachers used scrabble games in school where we were asked to identify numbers or letters and arrange them in their descending or ascending order. This helped me recognize numbers, words, and how to use them.
I got most of my reading and writing skills outside the traditional classroom setup. I was cheeky and always hyper. I liked to learn new things like behaving or speaking in a certain way, mostly imitating others. I often imitated my parents, siblings, teacher, and other people I interacted with. My family sometimes gathered in the living room to listen to me imitating how certain people spoke, making them laugh. My family was always supportive and encouraged me to talk like my teacher, our neighbor, or a celebrity and promised t...