The Social Construction of Literacy Studies in Interactional Sociolinguistics

The Social Construction of Literacy (Studies in Interactional Sociolinguistics Book 25)

by Nigel Salmon

4 out of 5

Language	:	English
File size	:	5734 KB
Screen Reader	:	Supported
Print length	:	332 pages

FREE

Literacy studies have undergone a significant transformation in recent decades, shifting from a focus on individualistic, cognitive processes to an emphasis on the social and cultural construction of literacy practices. This change has been largely influenced by the emergence of interactional sociolinguistics, which examines how language is used in social interaction.

This article provides a comprehensive overview of the social construction of literacy studies in interactional sociolinguistics. It examines the historical roots of this approach, its theoretical underpinnings, and the current debates and controversies that shape the field.

Historical Roots

The social construction of literacy studies in interactional sociolinguistics can be traced back to the work of early scholars such as Dell Hymes and John Gumperz. Hymes's groundbreaking work on the ethnography of speaking (1972) emphasized the importance of understanding the social and cultural context in which language is used. Gumperz's research on conversational inference (1982) showed how the meaning of utterances is shaped by the shared knowledge and assumptions of participants in an interaction.

These early studies laid the foundation for a new approach to literacy studies that focused on the way literacy practices are embedded in social interactions. This approach was further developed by scholars such as Shirley Brice Heath and Brian Street, who conducted ethnographic studies of literacy practices in diverse communities.

Theoretical Underpinnings

The social construction of literacy studies in interactional sociolinguistics is based on a number of theoretical perspectives, including:

• Sociocultural theory: This theory emphasizes the role of social and cultural factors in shaping human development. According to sociocultural theory, literacy is a socially and culturally constructed practice that is acquired through participation in literacy events and activities.
• Situated cognition: This theory posits that cognition is situated in the social and cultural context in which it occurs. In other words, the way we think and learn is shaped by the people and environments around us. Literacy practices, therefore, are not simply a matter of individual skills, but are also embedded in the social and cultural contexts in which they are used.
• Ethnography of communication: This approach to research involves observing and recording naturally occurring social interactions. Ethnographic studies of literacy practices have provided valuable insights into the ways that literacy is used in different communities and contexts.

Current Debates and Controversies

The social construction of literacy studies in interactional sociolinguistics is a dynamic and evolving field of research. There are a number of current debates and controversies that are shaping the field, including:

• The role of technology in literacy practices: The increasing use of digital technologies has raised questions about how literacy is defined and practiced in the 21st century. Some scholars argue that digital technologies are leading to new forms of literacy that are not adequately captured by traditional definitions of literacy.
• The relationship between literacy and power: Literacy has long been associated with power and privilege. Some scholars argue that literacy can be used as a tool to maintain social inequalities, while others argue that literacy can be a tool for empowerment and social change.
• The future of literacy studies: The social construction of literacy studies is a relatively new field of research, and there is still much that we do not know about the social and cultural construction of literacy practices. Some scholars argue that the field should focus on more traditional forms of literacy, while others argue that the field should embrace new forms of literacy that are emerging in the digital age.

The social construction of literacy studies in interactional sociolinguistics is a vibrant and growing field of research. This approach to literacy studies provides a valuable lens for understanding the ways that literacy practices are shaped by social and cultural factors. The field is still in its early stages of development, and there are a number of important debates and controversies that are shaping its future. However, the social construction of literacy studies is an essential field of research for understanding the complex and ever-changing nature of literacy in the 21st century.

References

• Gee, J. P. (2004). Situated language and learning: A critique of traditional schooling. Routledge.
• Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classrooms. Cambridge University Press.
• Hymes, D. (1972). Models of the interaction of language and social life. In J. Gumperz & D. Hymes (Eds.),Directions in sociolinguistics: The ethnography of communication (pp. 35-71). Holt, Rinehart and Winston.
• Street, B. V. (1984). Literacy in theory and practice. Cambridge University Press.

The Social Construction of Literacy (Studies in Interactional Sociolinguistics Book 25)

by Nigel Salmon

4 out of 5

Language	:	English
File size	:	5734 KB
Screen Reader	:	Supported
Print length	:	332 pages

FREE