Barton And Hamilton, Literary Practices

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Barton and Hamilton propose viewing literacy as social practices and events rather than just skills. They define literacy practices as patterned ways of using written language in different social contexts or domains. Literacy events are observable activities centered around a text that arise from and reinforce literacy practices. They argue literacy practices are shaped by the institutions and power dynamics of their social context and differ between domains like home and school.

David Barton and Mary Hamilton, “Literary Practices” ,[object Object],[object Object],[object Object],[object Object]

“ A Social Theory of Literacy: Practices and Events” ,[object Object],[object Object]

6 Propositions about the nature of literacy ,[object Object],[object Object],[object Object]

3 Components of social literacy: ,[object Object],[object Object],[object Object]

Defining “literacy practices” ,[object Object],[object Object]

Defining “literacy events” ,[object Object],[object Object]

Defining “literacy events” ,[object Object],[object Object],[object Object]

Defining “literacy events” looking at Figure 2 ,[object Object],[object Object],[object Object],[object Object],[object Object]

Defining “domains/discourse communities” ,[object Object],[object Object],[object Object]

After You Read Questions: #2, Rita and the 6 Propositions of Literacy

For Tuesday: ,[object Object],[object Object]

Pragmatics and Discourse What is pragmatics? An approach within DA which concentrates on the way language acquires meaning in use. It has developed from the tradition of the philosophy of language known as pragmatics. Focus: The study of contextualised meaning and is concerned with describing the principles that underlie how we interpret the meaning behind words: how we get from what we say to what we mean. Pragmatic approaches tend to be interested in the 'big picture': trying to formulate generalisable principles about how people produce and interpret discourse (egâ€™ the use of humour in business meetingsâ€™). Context Context is an important concept in DA. Language does not take place in a vacuum and we need to consider the context in which it occurs in order to understand it. However, this seemingly unproblematic statement masks the issues and debates that are ongoing in discourse analysis around the concept of context and its significance. Two types of context The 'intrinsic' or 'linguistic' context which refers to information that can be found within the text that surrounds the language that is being analysed at a particular moment. It is generally agreed that this type of context is not only useful but essential. The more problematic type of context lies outside the actual text: what is sometimes called 'extrinsic' (Schegloff 1997) or 'experiential' context. This refers to all sorts of information about setting, situation, social circumstances of the participants such as age, gender, ethnicity and possibly also about the shared background knowledge and assumptions of the participants. So, in the example: 'Later, an item about vasectomy and the results of the do-it-yourself competition' (from Cameron 2001:12) ïƒ˜ The issue with extrinsic context is moving from description to interpretation in research. Along with describing 'what' is happening in the discourse , it is also important to interpret 'why' it is happening. ïƒ˜ Extrinsic contextual evidence can be potentially very useful in discussing why participants say a particular thing in a particular way at a particular time, however, there is also a danger of 'reading too much into the text' and of judging which out of many possible interpretations is the 'right' one. For instance, if the analyst is aware of gender, age or ethic difference among discourse participants, these variables may well appear to influence the discourse but how do we know which of these particular variables are important to the participants in an particular communicative event. ïƒ˜ This is not to say that we should ignore extrinsic context but to suggest that we need to be cautious about what we select as significant and rigorous about how we incorporate it into our analyses. Schegloff (1997) advises that the best option is to use only what can be shown to be relevant to participants. ïƒ˜ Can you imagine a meaningful context for this text? a. Which of you was the prawns?

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