Chapter 34: Language and Literacy Acquisition Theories:

Theories concerning the acquisition and meanings of language and literacy have proliferated in Western scholarship since the early twentieth century. While varying theories and associated research methodologies are historically situated in and influenced by major philosophical eras, scholars have engaged in debate over the efficacy of particular perspectives that cross time and thought. This chapter explores the development of language and literacy theories arising from modernity, modernism, and postmodernism as these have impacted past and present educational policies and teaching practices. Thus, we take up Hall’s call for fostering dialogic debate while recognizing theory as “a practice which always thinks about its intervention in a world in which it would make some difference.” In acknowledging contested contributions that span theoretical and research epistemologies, this chapter also explores the politics of theory in terms of the learning and social equity outcomes of practices arising from particular theoretical stances.¹