SOCIOCULTURAL MODELS OF LITERACY

1. SOCIOCULTURAL MODELS OF LITERACY

2. LEV VYGOTSKY (1896-1934) • The mind emerges in interactions with others. • Formation of concepts and memory appear first between people (the social level) and second inside the child (the individual level.

3. ZONE OF PROXIMAL DEVELOPMENT • Role played by “more knowledgeable others.” • The distance between the actual level as determined by independent problem solving and the level of potential development if guided by an adult or by collaboration with more knowledgeable peers. • Instruction should not follow development; it should lead development. • “What a child can do with assistance today; she can do by herself tomorrow.”

4. LANGUAGE: THE FOCAL PSYCHOLOGICAL TOOL • First order: The individuals’ ability to speak and understand oral language • Second order: an individual’s understanding of written language • Competence in using written language has the potential to enhance cognitive abilities.

5. CULTURAL HISTORY • Reading is not a natural act • Cultural variability has the potential to transform comprehension • Nature of the alphabet • Reading silently • Role of computer-based text

6. MICHAEL HALLIDAY • The distinctive characteristic of human learning is making meaning. • Language is the essential condition of knowing. • Grammatical structure of oral and written language contributes to the creation and communication of meaning

7. JAMES PAUL GEE • Primary Discourse: Refers to unique ways of making and communicating meaning (both verbal and non-verbal) as part of upbringing. • Secondary Discouse: enables us to communicate and be part of different groups. • Reading is situated not general, that is, individuals must learn ( and be taught) to read texts in different ways for different purposes

8. DEFINING COMPREHENSION • Comprehension does not involve central cognitive structures. • Comprehension is culturally variable and historically changing. • The ability to read the word is tied to our ability to read the world.

9. CLASSROOM INSTRUCTION • Reading is more than transferring information in the text to the mind of the reader. • Reading is a social practice; readers engage in culturally defined ways of reading and using the text. • Reading is influenced by the conditions in which reading occurs.

10. CLASSROOM INSTRUCTION • Students must learn collaboratively. • Teacher scaffolding is important. • Language is the “tool of all tools” • Students must be conversant with school discourse (all content areas) if they are to be successful

11. LOUISE ROSENBLATT • All language is a transaction with the environment. • Oral language (conversation): Linguistic history of participants; contributions of speakers; facial tone; gestures; expression; beliefs; state of mind; attitudes; questions; clarifying comments; etc. • Reading: missing physical presence; meaning is cultural and based on readers’ personal and life experiences

12. READING IS A TRANSACTION • Between a reader and a pattern of signs (text). • Meaning is not in the reader or the text • Meaning comes into being during the transaction. Physical, personal, social, and cultural factors influence what is paid attention to and what is synthesized into meaning. • Reading is a “choosing activity.”

13. READER STANCE • Readers adopt a “stance” to guide choosing. • Efferent: Attention to what is to be extracted or retained • Aesthetic: Attention to what is being lived: feeling. Sensations, ideas, rhythm of words, etc.

14. CLASSROOM LANGUAGE AND LITERACY LEARNING • Communicative competence in school: knowing about the structure and use of everyday language as well as the functions of language in the classroom. • Classroom communication makes unique demands on students. • Students differ in communicative competence, in using language appropriately and effectively in the classroom.

15. COMMUNICATIVE DEMANDS OF A CLASSROOM • Knowing the “rules of the game.” • Engaging in active participation • High-print homes involve language interactions similar to classroom interactions such as information exchange. • Some children lack experience with: various literary forms and functions; question and answer exchanges, receiving teacher evaluation of discourse

16. SCAFFOLDS FOR LEARNING • Scaffold: An external structure that braces another structure being built. • Teachers primarily provide scaffolding through dialogue: classroom discussions and “grand conversations.” • Two types of scaffold: Directive and supportive.

17. DIRECTIVE SCAFFOLD • Most prevalent • Predominance of teacher control and predetermined standards for acceptable participation • IRE: Initiation-Response- Evaluation • Based on assumption that the teacher’s primary function is transmitting and assessing knowledge.

18. SUPPORTIVE SCAFFOLDS • Instructionally practices are grounded in culturally meaningful experiences. • Learning occurs in collaboration with teachers and peers. • Basic form of teaching is dialogue through instructional conversations.

19. SCAFFOLDING SEQUENCES • Explicit modeling • Direct explanations and re-explanations • Invitations to participate in the conversation • Verifying and clarifying student understanding

20. STUDENT ENGAGEMENT • Elementary classrooms that invite collaboration engage students. • Social interaction engages elementary students: encourage students to listen closely to each other, entertain multiple interpretations of test and recognize alternative interpretations. • High school students prefer small group work and learned more from open-ended tasks. • Discussion of expository text can develop learning strategies.

21. PEER LEARNING • Cooperative groups • Conversational discussion groups • Questioning the author • Semantic mapping