Abstract
This paper examines the impact of two major approaches to literacy programs — the linguistic and the sociolinguistic. The principal difference between the two perspectives is that the linguistic negates the importance of sociological and ethnographic factors in a person's attaining literacy, while the sociolinguistic magnifies these influences. From one viewpoint, literacy is seen as cracking a linguistic code, while from the other, in Freire's (1987) phrasing, “reading the world” is necessary before “reading the word”. Academic/cultural literacy and functional literacy are examined as types affiliated with the linguistic perspective. Types of ethnographic literacy programs are analyzed to show their sociolinguistic orientation. The last section of the paper examines the language planning consequences of which perspective a country adopts and focuses on some recent literacy programs in Peru which incorporate elements of both the linguistic and sociolinguistic perspectives.
Zusammenfassung
Dieser Artikel untersucht den Einfluß zweier Ansätze zu Alphabetisierungsprogrammen — den linguistischen und den soziolinguistischen. Der Hauptunterschied zwischen beiden Perspektiven liegt darin, daß die linguistische die Bedeutung soziologischer und ethnologischer Faktoren beim lernen verneint, während die soziolinguistische Perspektive diese Einflüsse unterstreicht. Eine Seite versteht unter Lese- und Schreibfähigkeit die Lösung eines linguistischen Codes, während die andere Seite mit Freires (1987) Worten gesprochen, “Lesen der Welt” in seiner Wichtigkeit vor “Lesen des Wortes” stellt. Akademische/kulturelle Schreib-u. Lesefähigkeit und funktionelle Schreib- u. Lesefähigkeit werden als Beispiele untersucht, die eng mit der linguistischen Perspektive verbunden sind. Ethnographische Alphabetisierungsprogramme werden in ihrer soziolinguistischen Orientierung analysiert. Der letzte Teil des Artikels setzt sich mit den Folgen für Sprachprogramme auseinander, in Bezug zur eingenommenen Perspektive. Der Artikel konzentriert sich auf einige Alphabetisierungsprogramme in Peru, die beide Perspektiven einbeziehen.
Résumé
Cet article étudie l'incidence des deux principaux modes d'approche des programmes d'alphabétistion, l'un linguistique et l'autre sociolinguistique. La différence principale entre ces deux perspectives est la suivante: La linguistique nie l'importance des facteurs sociologiques et ethnographiques dans le processus d'alphabétisation d'une personne, alors que la sociolinguistique amplifie ces facteurs d'influence. La première considère l'alphabétisation comme le décryptage d'un code linguistique, pour la seconde, selon l'expression de Freire (1987), il faut “lire le monde” avant de “lire le mot”. Les formes d'alphabétisation dites académique, culturelle et fonctionnelle sont présentées comme appartenant à l'optique linguistique. Des programmes d'alphabétisation ethnographique sont également examinés pour en montrer l'orientation sociolinguistique. La dernière partie de l'article analyse les conséquences sur la planification linguistique quand un pays adopte l'une ou l'autre conception, et termine par la présentation de quelques récents programmes d'alphabétisation au Pérou, qui intègrent des éléments à la fois linguistiques et sociolinguistiques.
Resumen
El trabajo examina el impacto de dos importantes enfoques de programas de alfabetización: el lingüístico y el sociolingüístico. La principal diferencia entre ambas ópticas reside en que la lingüística niega la importancia que revisten los factores sociológicos y etnográficos para la persona que está aprendiendo a leer y a escribir, mientras que la sociolingüística magnifica estas influencias. Desde un punto de vista, la alfabetización es considerada como la solución del código lingüístico, mientras que desde el otro, según las palabras de Freire (1987), se sostiene que antes de “reading” the word” (leer la palabra) será necesario “reading the world” (interpretar el mundo). Estudia la alfabetización académico-cultural y la alfabetización funcional como disciplinas asociadas a la óptica de la lingüística. Analiza tipos de programas etnográficos de alfabetización para mostrar su orientación sociolingüístca. La última parte del trabajo examina las consecuencias de la planificación del lenguaje según la perspectiva que un país adopta, y enfoca algunos programas de alfabetización recientes del Perú, que incorporan elementos tanto de la óptica lingüística como de la sociolingüístic.
Резуме
Эта статъя рассматривает воздействие на программы трамотности двух главных подходов — лингвистической и социолинг вистической. Основная разница между этими двумя перспективами заключается в том, что лингвистическая программа отрицает значение социологических и этнографических факторов в достигании грамотности, в то время как социо-линг вистическая увеличивает эти влияния. С одной точки зрения, считается что грамотностъ расшифровывает лингвистический код, а с другой, как выразился Freire (Фреир) в 1987 году, перед “чтением слова” нужно уметъ “читатъ мир”. Рассматривается академиче ско-кулътурная грамотностъ и функционалъная грамотностъ как образцы присоединённые к лингвистической перспективе. Анализируются модели этнографических программ грамотности, чтобы тем доказать их социо-линг вистическую ориентацию. Последняя частъ статъи рассматривает последствия языковых программ, которую перспективу страна решается заимствоватъ и тоже сосредоточивается на современных программах грамотности в Перу, которые включают в свой состав элементы как лингвистических, так и социо-линг вистических перспектив.
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Al-Kahtany, A.H. Literacy from a linguistic and a sociolinguistic perspective. Int Rev Educ 42, 547–562 (1996). https://doi.org/10.1007/BF00601402
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DOI: https://doi.org/10.1007/BF00601402