Language and socio-cultural model of learning: a discourse analytical study of children TV shows

Abstract

There have been several studies that explore how the language employed in TV shows promote children’s learning. (Brandsford et al., 2005; Grossman & DeGaetano, 2009; Jukes, 2008; Buerkel-Rothfuss et al, 1982; Hunt 2001 & Singer et al, 1980 ). Nevertheless, investigating children’s learning using discourse analysis as well as learning theories is an area that needs further development. This research defines discourse analysis as its theoretical and methodological framework in order to investigate what type of linguistic resources in children TV shows can be identified into a sociocultural model of learning. The present study has been made from a qualitative perspective. The data is composed by 13 children TV shows which were recorded from both cable and free-to-air channels and have been subsequently analyzed. According to the results of the analysis of these shows, seven categories were created to group instances in which discourse strategies are used to promote learning viewed from the sociocultural theory perspective. Each category has subcategories that explain how the constructs of the sociocultural theory are displayed in language. This study only benefited from a small sample for data analysis. As such, further research should be carried out in order to extend the knowledge regarding discourse strategies present in TV programs for children. Keywords: discourse strategies, TV shows, children, sociocultural theory, learning theories.