Language as a Social Practice

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Language as a Social Practice

• By Lauren Graf

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Introduction

• Intro
• Language as a Social Practice which is learnt as
  we engage with our families and communities in
  socio-cultural activities. This is achieved
  through discourse communities, socio-cultural
  approaches and these theoretical approaches and
  these theoretical approaches being applied to
  language and learning in the context of schooling
  to enhance a childs literacy and language
  development.
• Main Themes
• Discourse Communities
• Socio-cultural
• Contexts of schooling

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Discourse CommunitiesContents

• Topic Sentence ( Slide 4)
• Elaboration Examples ( Slide 5)
• NEXT THEME Socio-cultural approaches

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Discourse CommunitiesTopic Sentence

• Definition
• We learn to do literacy as we are engaged
  within discourse communities.
• Discourse Communities can be described as,
• a particular language used by different people
  in a particular community or or group that share
  particular beliefs, values or ideas. (Love et
  al.2002,unit 1a,sc13)
• Back to Discourse Contents Page

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Discourse CommunitiesElaboration Examples

• How do we become a member of a Discourse
  Community.
• Acquisition Process ( Unconscious Learning)
• Learning Process(Conscious Learning0
• Insider (A member of a discourse)
• Outsider ( Unfamiliar with a particular
  discourse)
• Primary Discourse (Family)
• Secondary Discourse (Schools, University, or
  church groups)
• Literacy as a control ( Secondary Discourse)
• Examples of Discourse are Men, Women,
  Patient,Doctor.
• Back ToDiscourse Contents Page

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Socio-culturalContents

• Topic Sentence (Slide 7)
• Elaboration Examples ( Slide 8)
• NEXT THEME Theoretical Approaches to the context
  of schooling

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Socio-culturalTopic Sentence

• Socio-cultural approaches are developed to
  enhance a childs language and social
  development. Examples of these approaches
  include, Zone of Proximal Development,
  Scaffolding, Teacher/Learner Cycle and Diagnosis
  processes.
• Theories by Vygotsky, Bruner,Hammond and Gibson.
• Back ToSocio-cultural contents

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Socio-cultural approachesElaboration Examples

• Vygotsky (1978) maintained that the child
  follows by adults example, refer to ZPD.
• ZPDThis refers to the next level in the
  learners development.This evolves support in
  moving to the next stage. (Love et
  al.2002,unit1a,sc36).
• ScaffoldingThis refers to someone whom is
  expert in a particular skill helping a less
  expert person to learn this new
  understanding(Love et al.2002,unit1b,sc 28-51)
• Micro level Micro level scaffolding
• Teacher/Learner Cycle This refers to the five
  key stages in language development.(Love et al.
  2002, unit2b,sc1-28)
• BACK TO Socio-cultural contents page

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Theoretical approaches in the context of
schoolingContents

• Topic Sentence (Slide 10)
• Elaboration Examples ( Slide 11)
• NEXT THEME Conclusion

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Theoretical approaches in the context of
schooling Topic Sentence

• Theoretical approaches can be used in the
  contexts of schooling to assist the childs
  development of literacy and language. For these
  theoretical understandings to be successful
  within the classroom,teacher strategies have been
  developed. Examples of these strategies include
  modeling,enabling adult, child diagnosis,
  successive approximations,the conventions of the
  classroom language opposed to language within the
  home,turn-taking,speech roles and the use of
  language appropriate to the learner.
• BACK TO Theoretical approaches in the contexts
  of schooling contents page

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Theoretical approaches in the context of
schoolingElaboration and Examples

• Modeling
• Enabling Adult
• Socio-cultural Context
• Child Diagnosis
• Successive Approximations
• The conventions of classroom language opposed to
  in the home
• Turn-taking and Speech Roles
• Teachers use of oral language appropriate to the
  students
• BACK TO Theoretical Approaches in the contexts
  of schooling contents page

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Conclusion

• In conclusion we learn to do literacy as we are
  engaged within our families and communities, this
  can be seen through discourse communities and
  theoretical approaches such as scaffolding, the
  ZPD, the five key stages and the Learner/Teacher
  cycle. These theoretical understandings can be
  applied to the context of schooling through
  strategies such as, modeling, scaffolding,IRF
  patterns, student diagnosis, teaching functions
  and enabling adults. It is these strategies that
  can be used within the context of schooling that
  refer the roles of adults in enculturation of
  students within our homes and schools.
• NEXT THEME Reference

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Reference

• Love,K, Pigdon,K Baker, G, Hamston, J 2002,
  Built Building understandings in Literacy and
  Teaching, 2nd Edition, University of Melbourne,
  Melbourne.
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