Elaborating the Grounding of the Knowledge Base on Language and Learning for Preservice Literacy Teachers

Authors

Carolyn L. Piazza, Florida State UniversityFollow
Cynthia Wallat, Florida State UniversityFollow

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

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

DOI

10.46743/2160-3715/2006.1656

Recommended APA Citation

Piazza, C. L., & Wallat, C. (2006). Elaborating the Grounding of the Knowledge Base on Language and Learning for Preservice Literacy Teachers. The Qualitative Report, 11(4), 729-748. https://doi.org/10.46743/2160-3715/2006.1656