The Dimensions of Sociocultural Theory in Written Expression

There is sufficient evidence to demonstrate that the process of writing to learn is  an interactive collaborative activity because in learning, in the construction of knowledge, students work together with others,  therefore, the social environment of learning must be considered.   

Teachers understand that students bring different approaches to the literacy activities they engage in at school; these approaches are connected to their social and cultural backgrounds and affects their thinking and language around the practice of literacy instruction. This sociocultural theory present in literacy instruction suggests that students’ experiences at home, at school, and in their communities can influence their development in reading, writing, speaking, and listening.

The theoretical model I have envisioned is designed to represent my thinking around the dimensions of learning teachers may consider when teaching written expression.  The stance I have taken is from a sociocultural perspective because successful academic writing in a school setting comes about as a result of four dimensions that  are interdependent as students write to communicate a message or to construct meaning from their learning.  

Writing to show learning  is a process that allows learners to share their thinking around a topic.  In order to share thinking, students participate in classroom contexts where speaking and listening about specific content area topics occur.  This participation in these classroom communities make learning to write an activity involving the personal, social, cognitive and knowledge building dimensions. These interrelated dimensions of literacy help student writers become successful at communicating their learning and expressing their thinking.