hornberger 11 (1)

This chapter explores a social practices perspective on literacy, based on Street (1984).
Emphasizes the social uses of reading and writing, influenced by New Literacy Studies (Gee, 1990; Street, 1995).
Examines the relationship between literacy views and communicative language competence in language learning.
Argues that literacy studies can benefit from insights gained from sociolinguistics.
Critiques dominant pedagogic approaches that view literacy narrowly as skills and cognitive processes.

The chapter challenges dominant models that view literacy as a set of technical skills.
Critiques the 'autonomous' model, suggesting literacy cannot be detached from social context.
Discusses the impact of new social practices on language education and critiques traditional approaches.

Utilizes ethnographic perspectives and discourse analysis to understand literacy practices and language learning.
Illustrates strengths and weaknesses of the social practice approach.
Key findings: Learning academic literacy encompasses more than language structure and fixed skills.
Emphasizes the relevance of findings for classroom interaction and language education contexts.

Highlights a shift from viewing language as independent of social context in language education.
Discusses ethnography of communication and systemic functional linguistics (SFL).
- Hymes and the Ethnography of Communication:
  - Influences conceptions of language in education through understanding social contexts.
- Systemic Functional Linguistics (SFL):
  - Language use is integral to social action, with linguistic resources carrying social meanings.
Examples include English as a foreign language education in Japan and bilingual education.

CLT emerged as a response to grammar-focused approaches in the 1960s.
Highlights the need for understanding communicative competence, as described by Hymes:
- Competence includes knowing how to use language appropriately in social contexts.
Four empirical questions of Hymes:
- Formally Possible: Is it grammatically correct?
- Feasibility: Is it practical to implement?
- Appropriateness: Is it suitable for the context?
- Performance: Is it actually executed?
Hymes' work informed language educators to adopt a dynamic perspective on language.

Canale and Swain's framework defines communicative competence:
1. Grammatical Competence: Knowledge of syntax, morphology, and phonology.
2. Sociolinguistic Competence: Understanding social rules affecting language use.
3. Discourse Competence: Ability to create unified spoken or written texts.
4. Strategic Competence: Capability to compensate for communication breakdowns and enhance effectiveness.
Communicative competence underpins the CLT approach in language education.

Characteristics of CLT include:
- Focusing on communicative competence components.
- Engaging learners in meaningful language use.
- Teachers as facilitators in authentic interactions.
Critique: CLT practices often rely on empirical curriculum development, neglecting the social context's influence.

Explores sociolinguistic studies of communication in linguistically diverse classrooms.
Calls for examining actual language usage in educational settings.
Emphasizes the need for sociolinguistic data to inform policy and resource allocation in multilingual communities.

Microethnography focuses on specific classroom interactions to uncover language and literacy practices.
Expanding from micro-level studies to macro-level analysis to understand broader social contexts is vital.
Looks at how classroom events shape literacy practices according to situational dynamics.

Halliday's work provides insight into language functions in education:
- Language structure is informed by its role in communication and social context.
Types of functions include:
- Instrumental: Using language for practical purposes.
- Regulatory: Controlling others' behavior through language.
- Ideational, Interpersonal, and Textual functions reflect desired meanings.

Genre theory links language use to social purposes and power relations in literacy practices.
Genres evolve as pragmatic means to achieve social goals, with conventional structures.
Example findings in scientific texts illustrate divergent expectations and communicative purposes.

Analyzes literacy as social practices influenced by culture and context.
Challenges the autonomous model that separates literacy from social relations.
Stresses the ideological nature of literacy, emphasizing diverse literacies shaped by power dynamics.

Shifts from viewing academic writing as technical skills to understanding literacy as social practice.
Explores variances in academic discourse across cultural contexts and disciplines.
The ALD Program at King's College London exemplifies these approaches in higher education.

Recognizes the interplay between literacy, language teaching, and social practices.
Emphasizes the importance of contextual understanding in literacy education.
Highlights challenges in integrating sociolinguistic insights into practical pedagogy.