Arguing that educational research into language and literacy has neglected the social and cultural dimensions of children’s language use, this article presents a review of recent research from linguistic ethnography which combines close attention to children and teachers’ language use with an analysis of context and social practice. This research reemphasises the complex role of language in children’s socialisation and learning and the importance of recognising connections and disjunctions between children’s language and literacy practices in and outside school, the influence of societal patterns of linguistic inequality and children and young people’s uses of language among themselves.
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