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Critical Literacy Theory

This theory considers the relationships between individuals, literacy, and social transformations. This theory "seeks to explain the ways in which education and literacy and shape people's lives and the ways in which people can use education and literacy to reshape society." Page 172

The French philosopher Michel Foucault sought to create pedagogy of liberation for the poor and illiterate in Brazil. He was successful in providing education for these people. This theory is about raising awareness on the influences that political and social

institutions have on education.

SOCIOLINGUISTICS

Social Learning Theory

"As a social process, reading is used to establish, structure, and maintain social relationships between and among people. As a linguistic processing, reading is used to communicate intentions and meanings, not only between and author and a reading, but also between people involved in a reading event." Page 160

Developed by Albert Bandura this theory has been renamed "Social Cognitive Theory". This theory states that humans learn more by observing others, or vicarious learning.

Four stages of observational learning:

1. Attentional Phase: watch the model

2. Retention Phase: think and process what was observed

3. Reproduction Phase: repeat the behavior observed

4. Reinforcement Phase: observer is reinforced as the repeat the modeled behaviors.

A student's social class can affect language ability and vocabulary acquisition, which in turn can affect reading ability and comprehension. Theory states that language is learned through social interactions. Social learning perspectives are the foundations of sociolinguistics.

LENSES ON READING

Chapter 8: Social Learning Lenses

Social Constructivism

The social learning perspectives emphasize the importance of social influences and social interaction for literacy learning.

This theory was created by Lev Semionovich Vygotsky and is influential in the fields of education and psychology. This theory states that children learn as a result of their social interactions with others. Also a child's development depends on his interactions with the "sign systems", which are a culture's oral and printed language. For a child to internalize a behavior (learning), the behavior must occur socially.

SOCIO-CULTURAL THEORY

Zones of Proximal Development

Scaffolding

The assistance that adults and more competent peers provide during learning episodes. This can be in the form of clues, reminders, encouragement, breaking down a problem into steps, providing examples or modeling.

This refers to the ideal level of task difficulty needed to facilitate learning. The child's zone of current development is based on where a child needs to be to have success with appropriate support. If a child is independent with a task, this is not in their zone of proximal development.

Emphasizes the roles of social, cultural, and historical factors in the human experience. Focus is on a broader concept of culture.

Cognitive reasoning works in conjunction with beliefs, values, and habits of mind that form an individuals identity and that need to be considered when interventions are desired for maximum learning. Page 163

Critical Race Theory

This theory has "its roots in the fields of law, sociology, history, ethnic studies, and women's studies" Page 174 This theory also shares roots with the Critical Literacy Theory, but highlights the dimensions of race.

Multiliteracies Theory

The concept of multiliteracies reflects the new kinds of skills that readers needed to negotiate electronic environments. With a rapidly changing environment of computers and technology there is a need of a shift in teaching the tools and practices of this new skills.

Four Tenets of Theory

1.Discusses daily realities of racism

2. Promotes voices of people of color

3. Critiquing liberalism, meaning that social change can occur without radical change to existing social structures.

4. Questions the efficacy of the civil rights legislation.

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