Socio-Cultural Theory Essays - Education, Euthenics,

Socio-Cultural Theory For Theoretical Models of Rdg 514 September 3, 2017 Social learning perspectives incorporate different theories, all of which emphasize the central role of social interaction in the development of knowledge and learning (p. 116) Romaine (2000) noted that sociolinguistics have close connections to sociology, anthropology, social psychology, and education states that embedded in sociolinguistics are the study of "multilingualism, social dialects, conversational interaction attitudes to language, language change, and much more" (p. ix). In addition, sociolinguistic theorists who study reading believe that oral language is the foundation upon which children's reading and writing achievement are built (Morrow, T. 2012). Oral language is also the foundation for vocabulary learning that later helps children comprehend the words and messages that they read. Morrow (2012) states that Socio-Cultural Theory plays a big role in how children develop literacy by exploring culture, social and historical lexicon in which children will grow in. Furthermore, Luis C. Moll stresses that both culture and the social nature of learning impact literacy learning of marginalized students, especially those from Hispanic backgrounds. Moll, argues that typical classrooms are not equipped to allow children to develop the knowledge and skills essential for household or individual functioning and well-being are better known as "funds of knowledge, therefore Hispanic children are perceived as coming from homes where intelligence is limited. But according to Moll, teachers must learn to value the children's funds of knowledge which help students with learning and understanding literacy learning (Lopez and Tracy). Teachers interactions with students affect a student's literacy learning. For instance, a teacher must first get to know the children and their family to understand the dynamics of the family. Every family is different and come from very different backgrounds, as a teacher it will be very helpful to take the time to understand the social influence that families have over literacy. learning. Many students might not come from book smart families, but they may possess other qualities they have learned through their work experiences, social practices, and social history. I believe if we start documenting these experiences in early childhood we can definitely help bridge those experiences to the knowledge that will indifferently help them throughout their education. Furthermore, another way teachers can begin to bridge that gap is by introducing our students to multicultural literature. Multicultural literature brings sociocultural experiences of underrepresented groups to the forefront. Every child deserves to identify themselves with characters and the themes in these books. Colorin Colorado is a great resource for all teachers. The website has articles and lists of books and culturally relevant books for ELL students. In my last visit to the library, I found the book Viva Frida by Yuyi Morales, this book illustrates the different stages of Frida's life and how it influenced her to become an artist. This book is full of bright and vibrant pictures, but most importantly the book is bilingual. I read this book to my children and the children I am currently working with. Needless to say, everyone loved the pictures and really liked how I could read in English and Spanish. I believe if children are able to make connections of where they come fr om, who they are with what they are learning they will not only have fun learning but will obtain the material. There are many multicultural games, activities, and literature books that can definitely help students bridging every student's socio-cultural experiences with new knowledge. For example how exciting would it be to learn about where your name came from and what it means and to be able to share it with others? I would read the book "Me Llamo Maria Isabel" which illustrates a third-grade girl from Puerto Rico who will stand up for identity when her teacher insists on calling her Mary. I myself can identify with this book because for years everyone has been calling me "Angie" instead of "Angelica". My name has been butchered up for many years, and finally, I decided that my friends and teachers could call me Angie. Many people will sometimes get offended if I correct them, therefore I will feel the person out first and then introduce myself as Angie. These are some of the sto ries students can