Argues that the focus of literacy studies or applied linguistics should not be language, or literacy, but social practices. Introduces a concept of language usage called "Discourse," incorporating words, acts, values, beliefs, attitudes, and social identities as well as gestures, glances, body positions, and clothes. (FMW)

Proposes that literacy must be judged against social background. Analyzes the racial and social differences in the interpretations of a story by a working-class Black student, a working-class White student, and an upper-class White student. (FMW)

While traditional views of literacy assume that discourse is either written or oral, an alternative perspective considers different discourse samples as part of the linguistic repertoire of the speech community. Placing this perspective in a sociolinguistic context and taking language use rather than form as the starting point for analysis, it is…

Defines literacy as the control of secondary uses of language. Differentiates between the natural process of language acquisition and the formal process of language learning. Discusses the social conflict involved for the minority group student in the formal classroom setting. (FMW)

Reviews anthropological studies and demonstrates how the term "literate" has replaced the term "civilized" and how literacy is currently used to distinguish between different social groups in modern, technological societies. Discusses how teachers of English are actually teaching a set of oral and written social practices associated with the…

An investigation was made to determine whether family environmental factors influence the educational performance of New Zealand children to an extent similar to that found in other countries. School records of all 1970 third-form entrants at two schools in the greater Wellington area were examined, and a questionnaire was administered to all…