MANY CHILDREN IN DEVELOPING countries are exposed to multiple risks for poor development due to poverty and associated poor health and nutrition. These factors, as well as insufficient knowledge of the prerequisites for emergent literacy and school readiness on the side of parents and practitioners, may contribute to the weak reading achievement of learners. The question underlying this research was formulated as follows: Will the phonological awareness of preschool children improve after the application of an intervention program to empower practitioners to support the preschoolers? A program, 'Growing to Read', was developed and conducted in a number of workshops. The aim of this article is to reflect on the results of the application of the program. Findings indicate an improvement in the language and phonological awareness skills of the children who participated in the program when compared to children who did not follow the program.

Background: Social and economic aspirations held by parents can reflect a desire for their children to learn English as a second language. Bilingual education has the potential for empowering traditionally disadvantaged groups, particularly through competence in English, a language that positions identity with power, privilege and status, thus being a political and an economic issue. Aim:The aim was to look critically at the language development of young second-language learners within their social context.Setting: An early childhood centre in Durban, South Africa.Methods: Methodologically, a qualitative praxeological framework was used. Parent partnership in sustaining the mother tongue was sought and explored in focus group interviews, using an action-reflection cycle to understand the dilemma of young second-language learners in South Africa. Ways of overcoming language barriers using the strengths of the child were explored using persona dolls. These methods helped to develop sustained, shared thinking between children, their parents and the researcher.Results: Young children found their own means of engaging in meaning-making processes both at home and at school. The issue of linguicism was tackled by encouraging parental participation in sustaining the mother tongue while children learned English as a second language. Conclusion:As long as English means access to improved economic opportunities, there will be a bias against those whose home language is not English. The dilemma of the young English language learner remains an issue of equity, access and redress for past injustices.

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