Language development learning in the context of schooling is underpinned by the influence of discou

1
Introduction

• - Language development learning in the context
  of schooling is underpinned by the influence of
  discourse communities wider socio-cultural
  approaches to language learning.

2
Discourse communities

• Gee defines a discourse as a socially accepted
  association among ways of using language that, of
  thinking of acting that can justify oneself as
  a member of a socilly meaning group or social
  network (Gee 1991, p.1).
  
  
  
• People within the same discourse community often
  take the same meanings from symbols semiotic
  systems.

3
Discourse communities cont.

• Insiders share an understanding of the topic,
  outsiders dont.
• An example of an outsider to a discourse
  community- Jacques (Knobel, 1999)
• Gee suggests there are 2 levels of discourse-
  primary (informal) secondary (formal).
  Secondary builds on primary.

4
Socio-cultural approaches

• Socio-cultural theory sees human development as
  an intrinsically social rather than
  indivualistic (Gibbons, 2002, p.8).
• Droga Humphreys state that Halliday believes
  that sociall language is - functional, a resource
  for making meaning language is influenced by
  the context of use. (Droga Humphrey, 2003)

5
Socio- cultural cont.2

• Gibbons believes there are 2 dominant ideologies
  towards schooling that of trasmission
  reception of knowledge that of the
  progressive (Pauline Gibbons Teaching as
  mediation scaffolding second language learning
  through classroom interaction).
• ZPD- the gap between what a child can do
  independently what they need aid with.

6
Socio-cultural cont. 3

• Children should be challenged within the ZPD.
• Scaffolding in educational terms is very similar
  to building terms- temporary support is given
  then it is gradually taken down as progression is
  made.
• Three stage- diagnosis,planning, withdrawal.

7
Schooling

• Scholing is the practical application of teaching
  theories.
• Droga humphrey have idnified 3 domains (Droga
  Humphrey, 2003)- everyday domain, specialised
  domain critical domain.
• Teacher/learning cycle (Love, Pigdon, Baker,
  Hamston 2002)

8
Schooling cont.

• IRF- initiation, response,feedback
  (Love,Pigdon,Baker,Hamston 2002)

9
Conclusion

• In conclusion, language learning is very much a
  social practice heavily influenced by both the
  primary secondary discourses of the student.
  Which ultimately sees schooling as being
  underpinned by Discourse communities the
  socio-cultural approaches to language learning.

10
References

• Droga, L Humphrey, S 2003, Grammar meaning
  An introduction for primary teachers. Target
  Texts, Berry, NSW.
• Gee, J 1991, in Mitchell, C Weiler, K (eds.)
  Rewriting Literacy. Beign Ganey. New York.
• NALDIC Pauline Gibbons Teaching as mediation
  scaffolding second language learning through
  classroom interaction. NALDIC conference 8.
  http//www.naldic.org.uk/docs/P20Gibbons.doc-micr
  osoft (Accessed 31 March 2004).

11
refences

• NALDIC Pauline Gibbons Teaching as mediation
  scaffolding second language learning through
  classroom interaction. NALDIC conference 8.
  http//www.naldic.org.uk/docs/P20Gibbons.doc-micr
  osoft (Accessed 31 March 2004).
• Gibbons, P 2002, Scaffolding language,
  scaffolding learning teaching second language
  learners
  in the mainstream classroom. Eleanor Curtain
  Publishing, South Yarra, Vic.