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.
Knowledge Base, Sociolinguistics, Preservice Literacy Teachers, and Language and Learning
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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. Retrieved from https://nsuworks.nova.edu/tqr/vol11/iss4/6