Before reading James Paul Gee’s “Literacy, Discourse, and Linguistics: Introduction,” I had no prior knowledge of the concept of discourse, its definitions, or its multifaceted nature. What intrigued me was how Gee categorized discourse into two distinct types: Discourse with a capital “D” and discourse with a lowercase “d.” According to Gee, Discourse with a capital “D” is defined as “saying (writing)-doing-being-valuing-believing combinations” (page 6). In contrast, lowercase “d” refers to “connected stretches of talk or writing.” Moreover, there exist primary and secondary discourses, dominant discourses, and non-dominant discourses, forming a complex spectrum. Our primary discourse is what we use to comprehend the world and engage with others. It is the language we employ in casual, unmonitored social interactions. In contrast, secondary discourse encompasses non-home-based social institutions, extending beyond the realms of family, immediate peers, and kin. Both dominant and non-dominant discourses are considered secondary discourses, and mastery of these discourses can yield various social benefits such as financial rewards, prestige, status, and access to social networks. Additionally, the concept of literacy, which denotes the command of or fluent control over a secondary discourse, highlights its plural nature due to the existence of multiple literacies.
Carmen Luke’s “New Literacies in Teacher Education” emphasizes the necessity for educators to assess their utilization of information technologies and innovative approaches for teaching literacy in the new millennium. It’s worth noting that this article was written in 2000 and, consequently, some of the information is outdated concerning the integration of technology in the classroom. By 2023, technology has become deeply integrated into educational settings, aligning with the progression towards a technologically advanced society. Educational institutions now recognize these transformations and are committed to equipping students with the tools and resources necessary to excel in this digital age. However, there remains a concern regarding experienced educators who may lack technological literacy. Teachers who adhere to more “traditional” teaching methods may struggle to incorporate multimedia, multimodalities, and multiliteracies into their pedagogy, resulting in their exclusion from these specific discourses.
In conclusion, an understanding of discourse holds significance for me as a future educator, as it will enable me to facilitate learning, accommodate diverse learning styles, and cultivate effective communication skills.
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