ERIC Number: ED334586
Record Type: RIE
Publication Date: 1990-Dec
Changing Views of Language in Education and the Implications for Literacy Research: An Interactional Sociological Perspective. Occasional Paper No. 23.
Cook-Gumperz, Jenny; Gumperz, John
This article describes how, over the past 25 years, sociolinguistics and education have entered into a methodological and intellectual dialogue that has significantly changed both views of language and theories of how language enters into school learning processes. The first section, "Literacy, Language and the Problem of Differential Learning," defines the relevant issues. The next three sections ("From Linguistic Deficit to Cultural and Linguistic Difference: The 1960s,""The 1970s: Teaching as a Linguistic Process," and "Schooling as a Sociolinguistic Process: The 1980s") discuss theories, methods, and findings, keeping in mind their relevance to literacy. The fifth section, "An Interactional Perspective," describes how this approach to schooling processes focuses on the interplay of linguistic, contextual and social presuppositions which interact to create the conditions for classroom learning. The sixth section, "Theory of Communication as Interpersonal Inferencing," argues that the task of interactional sociolinguists in modern educational settings is to chart the process by which theories of educability are put into daily practice, and to uncover the implicit theory of learning that underlies classroom strategies and that informs the teachers' practices and the schools' policies. The seventh section is a conclusion which discusses interactional sociolinguistics and literacy research. A section on future research issues concludes the paper. Fifty-four references are attached. (SR)
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for the Study of Writing, Berkeley, CA.; Center for the Study of Writing, Pittsburgh, PA.