Language and Learning
Language as a Social Practice
EED112
Gillian Stewart 11307917
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Introduction to Language
• “We „do‟ literacy‟ as we learn to behave and belong in our families
and communities” (Breen et al. 1994). To properly understand this
statement, we need to understand what is meant by the term „literacy‟.
Theorists and linguists would argue that it does not simply mean the
ability to read and write, but also the ability to use language effectively
within a secondary discourse. The socio-cultural activities in which we
engage ourselves require us to be literate in those particular areas of
society. If we embrace the language and values, the insiders, or
members of that particular discourse, will embrace us as members.
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Secondary Discourses
We all adapt and manipulate our language subconsciously to suit the
situations in which we find ourselves. We do this automatically and
without even noticing the change we have made. Recognising this
change and analysing the language we use will help us improve our
writing and speaking skills. Within our secondary discourses we build
on the knowledge and language from our primary discourses and use it
to assimilate ourselves within the secondary discourse. Each secondary
discourse has a specific set of rules, or guidelines which a person needs
to adapt to in order to become a member. These guidelines are usually
linguistic. However, they are also the way a person acts, speaks,
thinks, and also their attitudes, values and beliefs.
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Literacy
Most people would define literacy as the dictionary defines it, in
simple terms; „the ability to write and read‟. However, theorists and
linguists would argue that not only does this mean the ability to read
and write, but also the ability to use language and adapt a way of
thinking within a discourse community. „Literacy is control of
secondary uses of language‟ (Gee 1987). Not only does the term
‟literacy‟ refer to the ability to read and write, but also the ability to
use language to communicate probably and appropriately in a
secondary discourse.
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Socio-cultural Approaches to
Language and Learning
Approaches to language, learning and literacy differ within each
society because of many contributing factors, including nationality,
gender, religion, social and economic status. The socio-cultural
activities in which we involve ourselves are all approached differently
because there are a different set of values and rules to follow, in terms
of using language and literacy. When we, as teachers, approach a
classroom, we have to take all these factors into consideration.
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Reference List
• Gee J P 1999, „Secondary Discourses’, viewed 29 March, 2004,
http://www1.appstate.edu/~moormang/wwwboard2/messages/200.html.
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