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The Social and Linguistic Turns in Literacy Theory A Retrospective and Prospective View

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The study of literacy and language education has undergone two major philosophic shifts in its evolution: the social turn in the study of literacy and the linguistic turn in the social sciences. These shifts have changed not only what counts as literacy – from a set of decontextualized cognitive and linguistic skills to social practices in which the use of written language is non-trivial –, but also what the nature of language, literacy, and even personhood is. These turns also have revealed that the work of teaching and researching of language and literacy does not exist as culturally and politically neutral, separable from local and global social, economic, and political contexts. In this manuscript, we briefly review the philosophical discussions of the linguistic turn in the social sciences and the social turn in the study of literacy. To illustrate how close analysis of classroom events reflects and refracts the linguistic turn and the social turn, we focus on analysis of a seventh grade classroom language arts lesson. Analysis of the classroom lesson reveals how students are doing literacy by using the text as a tool and prop for deconstructing and reconstructing the world in which they live.

Abstract

The study of literacy and language education has undergone two major philosophic shifts in its evolution: the social turn in the study of literacy and the linguistic turn in the social sciences. These shifts have changed not only what counts as literacy – from a set of decontextualized cognitive and linguistic skills to social practices in which the use of written language is non-trivial –, but also what the nature of language, literacy, and even personhood is. These turns also have revealed that the work of teaching and researching of language and literacy does not exist as culturally and politically neutral, separable from local and global social, economic, and political contexts. In this manuscript, we briefly review the philosophical discussions of the linguistic turn in the social sciences and the social turn in the study of literacy. To illustrate how close analysis of classroom events reflects and refracts the linguistic turn and the social turn, we focus on analysis of a seventh grade classroom language arts lesson. Analysis of the classroom lesson reveals how students are doing literacy by using the text as a tool and prop for deconstructing and reconstructing the world in which they live.

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