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How social interaction influences the development of thought, language, and literacy in children (2017, p.159)

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Beginning in the 1980s, major changes were occurring within the reading community. Social and cultural anthropology writers gave way to a new viewpoint for researchers (2019, p.42).

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"These writings sparked a growing acceptance in the literacy community of the ethnographic and qualitative modes of inquiry advocated in social and cultural anthropology" (2019, p.42)

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There was a shift from the individualistic approach on learning to more of a group and shared thought of many people. Collaboration and learning communities began to play more of a role, and social interactions between peers were extremely important. The conversations students have that are facilitated and guided by the teacher are crucial for development (2019, p.43).

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How do the sociocritical lenses aid in language learning?

In what ways can social interactions be incorporated into instruction?

How can teachers get to know and incorporate the students' backgrounds and diverse cultures into the classroom?

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"When applied to the field of reading, the social learning lenses emphasize the importance of social influences and social interaction on literacy learning" (2017, p.189). Social interactions and conversations with peers help students make sense of what they are learning and hear other people's views and perspectives to assist in meaning making.

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The teacher serves as a facilitator to create conversations and social interactions between the students, peers, teachers, and family members. "The teacher is ultimately the bridge between the students' world, theirs and their family's funds of knowledge, and the classroom experience" (1992, p.137).

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The levels of influence which affect a child’s development surrounding the social, cultural, and historical factors

Emphasis placed on the social aspect of learning and interactions with language and culture

It is believed that a child’s literacy development is understood through social, cultural, and historical exploration

(2017, p. 162-165)

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Bronfenbrenner

Roles of social, cultural, and historical factors in human experience. (2017, p.162)

Includes a diverse cultural population to aid in literacy learning (2019, p.162)

Incorporating funds of knowledge into the classroom can be a more in-depth and effective way of utilizing this theory. This can include "reliance on folkloric displays, storytelling, arts, crafts, and dance" to express one's culture (1992, p.139)

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How students learn about literacy is influenced largely by how they interact and communicate with the world around them. The social learning lenses shine a light on the importance of social interactions and how different types of interactions about various different topics, or lack thereof, influence learning.

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Sociolinguistics

Socio-Cultural Theory

Social Learning Theory

Critical Literacy Theory

Critical Race Theory

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Edwards and Schmidt

Exposes how racism exists and continues for privileged whites and disadvantage colored individuals

Storytelling used to integrate voices of color through experienced events

Meaningful social change can occur without radical change to current social structures

Questions the efficacy of civil rights legislation in the U.S.

(2017, p.175)

Intersectionality crosses borders and blurs the boundaries to include all individuals and incorporate topics such as race, class, gender, and ethnicity as categories of analysis (2019, p.419)

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Foucault

Relationships between individuals, literacy, and social transformation. Helps explain ways that education and literacy shape the lives of people and the ways that individuals can use education and literacy to reshape society. (2017, p.172)

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Bernstein

Social learning and language interaction and bringing together both sociological and linguistic issues. Addresses the issue of social context of linguistic diversity. (2017, p.160)

"Literacy is embedded in and develops out of the social practices of a culture. We agree. We have argued that the Internet and related technologies now define the new literacies that increasingly are a part of our literacy lives" (2019, p.326)

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Bandura

Both behaviorism and social learning features.

Learning from the observation of others.

Learn more from others than from consequences and rewards.

(2017, p.170)

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1. Buddy Reading

2. Literature Circles

3. Morning Meetings

(Tracey & Morrow, 2017, p.178)

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Do enrichment groups or simplified texts have an effect on language learning?

Do home literacy environments predict vocabulary and decoding abilities?

What is the effect of whole-class and small-group instruction on learning?

Does the use of technology improve social language learning?

Does technology have a positive effect on learning?

Is the incorporation of diverse and culturally-rich texts an effective way of teaching students about diverse categories?

What is the effect of incorporating multiple modalities into instruction?

(2017, p.178-189)

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Morning meetings are a great time for students to come together and get the chance to discuss things happening outside of school. It eases them into the academic school day and allows the classroom to build a community and get to know one another better. The teacher is the facilitator, but the students are the ones really guiding where the conversations go during this time. This is a great time to go over the schedule for the day in an informal and low-stress way. "The teacher can refer to the morning message throughout the day to remind students of that day’s schedule" (2017, p.178)

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"The concept of literature circles was developed by educators who believed that students benefit from talking to each other about books, but who also believed that students’ conversations need to be structured in a way that help them stay on task" (2017, p.178). They should be flexible and meet the students needs at the moment

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Vygotsky

Piaget

Bandura

Foucault

Edwards

Schmidt

Temple

Doerr

New London Group
(Tracey & Marrow, 2017)
(Alexander & Fox, 2019)

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Having students read together with peers their age or a different age positively effects both students. "Children will scaffold each other’s learning during the shared reading experiences. These activities are particularly well suited for English language learners (ELLs), as they can listen and learn from their peers and will likely experience less stress speaking to a buddy or partner than in front of the whole class" (2017, p.178)

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Alexander, P. A., & Fox, E. (2019). Reading research and practice over the decades: A Historical Analysis. In D.E. Alvermann, N.J. Unrau, M. Sailors, & R.B. Ruddell (Eds.), Theoretical Models and Processes of Literacy (7th ed.) (pp. 35-64). Newark, DE: International Reading Association.
Gee, J. P. (2019). Reading as situated language: A sociocognitive perspective. In D.E. Alvermann, N.J. Unrau, M. Sailors, & R.B. Ruddell (Eds.), Theoretical Models and Processes of Literacy (7th ed.) (pp. 105-117). Newark, DE: International Reading Association.
Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132- 141.
Tracey, D. H., Morrow, L.M, (2017) Lenses on reading. New York, New York: The Guilford Press.