The Oral Dimensions of Literacy Events: A Letter from the DHSS.

Autor/in	Baynham, Mike
Titel	The Oral Dimensions of Literacy Events: A Letter from the DHSS.
Quelle	(1987), (17 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Applied Linguistics; Cooperation; Discourse Analysis; Ethnography; Foreign Countries; Immigrants; Interpersonal Communication; Literacy; Oral Language; Sociocultural Patterns; Sociolinguistics; Morocco; United Kingdom (London) + Suchen Sie Ihr Suchwort? Linguistics; Linguistik; Angewandte Linguistik; Co-operation; Kooperation; Diskursanalyse; Ethnografie; Ausland; Immigrant; Immigrantin; Immigranten; Interpersonale Kommunikation; Alphabetisierung; Schreib- und Lesefähigkeit; Oral interpretation; Mündlicher Sprachgebrauch; Soziokulturelle Theorie; Soziolinguistik; Marokko
Abstract	After a review of the theoretical context to current research on literacy, consideration is given to aspects of the literacy practices of the Moroccan community in the Ladbroke Grover area of West London. Findings from a study of literacy in its social context in Morocco are cited in the discussion of the West London practices. Emphasis is on the use of ethnographic approaches to describe the complex uses of literacy in contemporary Morocco and the extrapolation from this situated work of a proposed general framework for studying literacy in complex societies. The concept of "jointly achieved literacy events" in the London context is described in which a mediator was recruited to read a letter to an illiterate adult and then to write a response to it. The implicit social interactional rules are also discussed that regulate the type and amount of talk about what is written. The literacy event involved both cooperation and conflict. It is noted that the ethnographic approach proposes that literacy should be studied in the context of its use, that there is no great division between orality and literacy, and that in concrete social settings literacy is done through talk. Finally, it is concluded that the social interactional rules regulating the type and amount of talk about what is written might best be understood within a pragmatic theory that can deal with the discourse of unequal encounters and recognizes the role of conflict as well as cooperation in talk. Contains 12 references. (LB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC