ABSTRACT
This chapter develops a viewpoint on language that stresses the connections among language, embodied experience, and situated action and interaction in the world. It argues what is relevant to learning literacy is not English in general, but specific varieties of English. The chapter discusses notions related to idea of social languages, specifically discourses and the connections to socially situated identities and cultural models. It shows the relevance of the development of literacy in early childhood through a specific example. The chapter discusses the importance of language abilities to learning to read. It argues that human language has two primary functions through which it is best studied and analyzed. The chapter presents the functions to scaffold the performance of action in the world, including social activities and interactions; and to scaffold human affiliation in cultures and social groups and institutions through creating and enticing others to take certain perspectives on experience.
