1	Sociolinguistics From “Understanding Literacy as Social Practices” in Dimensions of Literacy, 2^nd ed., 2005, by Stephen Kucer, pages 197-224, published by Erlbaum, New York.
2	Sociolinguistics Broadens understanding of literacy to involve more than cognitive processes Situates literacy in the society/culture that a person belongs to
3	Three Elements Literacy Events Literacy Practices Literacy Performances
4	Literacy Events Any instance of human action that involves the use of print (text)
5	Literacy Practices Repeated or patterned literacy events or occurrences within a particular social setting or community
6	Literacy Performances Reflect the acting out of identity through literacy events and practices
7	Reading and Writing No individual acts of thought and language but patterned social acts of the group Literacy happens not only because of cognitive strategies and processes but because group membership demands it Some say there are no private acts of literacy, only social ones because all textual meaning is culturally based, i.e. how we interpret text is based on our interactions with others (text to text, text to self, text to world)
8	Hegemony The assumption that one’s own behaviors and beliefs are the way things are supposed to be and the belief that this is an unbiased, objective, universal Similar to the idea that the dominant form of a language is the correct form and that others speak a dialect, but that those who speak the language of power do not speak a dialect
9	Basic Principles Each social group has its set of guidelines for what is required to be a member in good standing Guidelines impact individual’s beliefs and behaviors and frame interpretations of and interactions with others Group beliefs may not be explicitly stated. Of they are not. Social groups are always changing; change is “negotiated” or hammered out Group identification provides orienting framework for the individual’s beliefs and behaviors There can be as many differences within a group as there are between one group and another
10	Schools Can a place where child’s language is affirmed, built on, and extended Can be place where child’s language may require adaptation Can be place where child’s home language is contradicted