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Abstract

This purpose of this article is to present a qualitative inquiry into the genesis of sociolinguistic s and the contributions of eight sociolinguistic pioneers. This inquiry, based on an historical interpretation of events, reformulates the concept of validation as the social construction of a scientific knowledge base, and explicates three themes that offer a set of sociolinguistic constructs, questions, and propositions that can provide aspiring teachers with a frame of reference and set of guidelines for teaching language and literacy. An implication section, at the end of the article, illustrates sociolinguistic components that can be added to course syllabi in the preservice language and literacy curriculum.

Keywords

Knowledge Base, Sociolinguistics, Preservice Literacy Teachers, and Language and Learning

Publication Date

12-1-2006

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

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