The Sociolinguistics of Navajo Literacy

McLaughlin, Daniel J.

doi:10.1525/aeq.1989.20.4.04x0455m

Cited by 31 publications

(13 citation statements)

References 7 publications

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“…However, the overall sociocultural context for learning is also shaped by the students' identities and background as learners (Hammerberg [Hassett], 2004). Therefore, a sociocultural perspective means that 'literacy' is viewed as more than just reading or writing -more than decoding or encoding -because sociocultural theories acknowledge that children bring experiences with the world to the texts they are reading, as well as a knowledge of the skills to use with the text, as they interpret a meaning from the text in a particular social circumstance (Erickson, 1984;Ferdman, 1991;Gee, 1992;Heath, 1986;McLaughlin, 1989;Moll, 1992;Pérez, 1998). Decoding and encoding, then, are incredibly helpful tools, but to view literacy in a sociocultural sense means that we see the tools of reading and writing as just that -tools for constructing meaning from within a larger sociocultural context (Hammerberg [Hassett], 2004).…”

Section: Sociocultural Theories Of Language and Literacy Developmentmentioning

confidence: 99%

Teacher flexibility and judgment: A multidynamic literacy theory

Hassett

2008

Journal of Early Childhood Literacy

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In an age of restrictive standards and accountability measures, teachers often find themselves in a position where they have to struggle to keep play with language and literature as a focus of their early literacy instruction, as 'scientifically based' reading programs, phonics, or scripted instruction take center stage. In order to counter this trend, this article offers a 'multidynamic' theory for early literacy instruction that combines researched foundations of early reading success with sociocultural theories of language and literacy. Combining these two fields of thought creates a theoretical stance where reading skills and methods cannot stand on their own, but instead must be dynamically reinvented to fit specific sociocultural contexts. The study analyzes the texts of 'scientifically based' reading programs as compared to examples of children's literature as a way to explore three basic tenets of a multidynamic literacy theory: (1) that literacy is multifaceted; (2) that literacy is socially constructed; and (3) that literacy skills must be relevant within the lived worlds of children. The analysis overall (re)situates talk, play, and the instructional use of children's literature as essential components of early literacy programming. More importantly, a multidynamic literacy theory offers teachers the pedagogical basis to insist upon a great deal of flexibility and judgment in choosing the best materials and approaches to meet their students' early literacy needs as well as their sociocultural contexts for learning.

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Section: Sociocultural Theories Of Language and Literacy Developmentmentioning

confidence: 99%

Teacher flexibility and judgment: A multidynamic literacy theory

Hassett

2008

Journal of Early Childhood Literacy

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“…As the support for heritage language education grows, some authors claim that greater use of heritage languages in school is a necessary remedy for present patterns of school failure among minority students (Cummins, 1989(Cummins, , 1990McLaughlin, 1989). These authors have looked beyond the linguistic advantages of heritage language education and are pointing to potential social benefits.…”

Section: Bilingual Education and Personal Collective Self-esteemmentioning

confidence: 99%

Aboriginal Languages in Quebec: Fighting Linguicide with Bilingual Education

Taylor¹,

Caouette²,

Usborne³

et al. 2008

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Aboriginal peoples in Quebec are fighting for the survival of their language and culture. An essential component of Aboriginal decolonization and empowerment is the protection and enhancement of the Aboriginal heritage language. In this article, we review twenty years of research in Arctic Quebec (Nunavik) involving Inuit students educated in Inuktitut as well as in French and English. Our research reveals that children not only learn better in their own heritage language as opposed to one of the societally dominant languages, but also develop a more positive view of themselves, and a healthier view of Inuit as a group. Bilingual Education is shown to be of crucial importance for the vitality of Inuit language and culture.

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“…Thus, literacy development is often defined within this sociocultural framework (Gee, 1992;Snow, 1983). Sociocultural perspectives of literacy propose that reading, writing, and language are not isolated and decontextualized activities (McLaughlin, 1989). Perez (1998) added, nor are they generalized skills separate from specific contents, contexts, and social-communicative purposes; rather, there are multiple literacies and reading, writing, and language are embedded in and inextricable from discourses (the way the communicative systems are organized within social practices).…”

Section: Literacy Development As a Sociocultural Activitymentioning

confidence: 99%

Leyendo juntos (Reading Together): New Directions for Latino Parents' Early Literacy Involvement

Ortiz

Ordoñez-Jasis

2005

The Reading Teacher

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Early reading experiences in the home prepare children for formal literacy instruction when they enter school. Most practitioners and researchers support the need for educational initiatives for increasing parents' involvement in early literacy. However, there is less of a consensus about how to develop family literacy models for Latino families. Existing literature suggests that deficit‐based theories have historically shaped many programs geared toward Latino families. As an alternative, the authors propose a sociocultural framework for family literacy programs. The model includes participants' cultural, linguistic, and social experiences, and respects family dynamics, ways of knowing, and perceptions of how literacy functions in life in real and meaningful ways. Recommendations are offered for developing programs to help parents and educators recognize and broaden the role of families in their children's learning and establish home‐school relationships based on mutual respect and trust.

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The Sociolinguistics of Navajo Literacy

Abstract: The most recent analysis of language and literacy on the Navajo reservationDaniel McLaughlin is the English Language Elementary Prinapal of Rock Point Community School, Rock Point, Arizona.

Cited by 31 publications

References 7 publications

Teacher flexibility and judgment: A multidynamic literacy theory

Teacher flexibility and judgment: A multidynamic literacy theory

Aboriginal Languages in Quebec: Fighting Linguicide with Bilingual Education

Leyendo juntos (Reading Together): New Directions for Latino Parents' Early Literacy Involvement

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