Language as a Social Practice

1
Language as a Social Practice

• John Black
• Introduction
• Language is a form of communication, whether
  spoken, written, or signed, that is based on a
  system of symbols ( Santrock 1982 p314)
• Language as a social practice is using such forms
  of communication at an interpersonal level to
  interact with others.

2
Introduction continued

• To be developed throughout the essay
• Discourse Communities
• Socio-cultural contexts
• Vygotskian theory compared to Piaget and applied
  within the context of schooling.
• All applied to the context of school

3
Discourse Communities

• Defined as, a group of people who share the same
  beliefs and values (Love et al 2002 sc15)
• Humans get one form of discourse free (Gee 1991),
  that is our socio-culturallly determined way of
  using our native language.
• This provides structure behind language to form a
  meaning making system.
• The meaning is specific to people within the
  culture.
• For example, Eskimos have many words to describe
  different types of snow.

4
Discourse Communities continued

• Vygotsky pointed out that our civilization has
  already developed different means (Mahn
  Steiner).
• Examples include the Braille system and sign
  language.
• Insiders and Outsiders
• Insiders are familiar with subject matter and
  specific language.
• Outsiders can become insiders once they learn
  and understand the specifics of the discourse.
• For example, people who understand and study
  physics are insiders of this discourse community.

5
Socio-cultural Contexts

• Language is learned in interaction with others in
  social contexts ( Halliday 1998)
• Differences result in language acquisition due to
  many variations of social contexts.
• Variations include gender, ethnic background and
  age.
• Rogoff(et al 2001) believes childrens cognitive
  development is an apprenticeship that occurs
  through participation in social activity, guided
  by companions who stretch and support childrens
  understanding of and skill in using the tools
  of the culture. (Santrock 2004 p231)

6
Socio-cultural contexts continued

• Chomsky(1972) believes home reading can greatly
  assist literacy development (chall 1975)
• Lower class children may not receive this home
  reading.
• Bernstien(1970) has linked a correlation between
  lower class children being linguistically
  deprived and this deprivation being responsible
  for their scholastic failures.
• Equal stimuli will not result in equal learning
  outcomes.
• Vygotsky offers ideas on how to bridge the
  socio-cultural divide and improve student
  learning for the individual.

7
Vygotsky and Piaget

• Vygotskys socio-cultural theory emphasizes
  culture and social interaction in development.
• Theory based on the concept that human activities
  take place in cultural contexts, and are mediated
  by language and semiotic systems (mahn and
  Steiner)
• Zone of proximal development, the next level of a
  learners development that is challenging and
  engaging but still achievable.
• The skills can be achieved with the help of a
  more skilled individual.

8
Vygotsky continued

• The more skilled person uses scaffolding (another
  Vygotskian idea) to help the learner to the next
  level of the ZPD
• Scaffolding, Adjusting the level of guidance to
  fit the learners attainment.
• For example, guiding a baby to take first steps.
  Once this is achieved reducing level of help as
  the baby can learn to run on his/her own.
• Some critics believe Vygotsky overemphasized the
  role of language in thinking.

9
Piaget

• Knowledge constructed by transforming, organising
  and reorganising previous knowledge (Santrock
  2004)
• Piagets theory requires a solid support
  structure for children to explore their world and
  discover knowledge.

10
Conclusion

• language as a social practice within the context
  of schooling incorporates learning hand in hand
  with the wider socio-cultural activities children
  are engaged in.
• Socio-cultural theory helps educators provide
  instruction that recognizes and empowers
  linguistically and culturally diverse students.
• Concerns must be raised about children getting
  equal opportunities at home and in the classroom.
• families and communities hold enormous importance
  in assisting language development that happens in
  school.

11
Conclusion continued

• Awareness that language is learned and
  acquired through social interaction could result
  in literacy levels being improved all over the
  world.
• As a result of better literacy levels many
  positive outcomes could be attained.
• Including higher standard of living, powerful
  economy and a healthier society.
• At the very least, a more enjoyable time at
  school and better quality of life.