Reading Literacy in the Light of the Cognitive Approach Towards Language and Text

Abstract

This paper examines reading literacy from the perspective of a cognitive approach to language, thus developing its traditional concept. From the so far prevalent emphasis on the need for identifi cation of key information within text, the understanding of context, and the ability of its practical utilization, it is moving towards developing the ability to interpret the meaning
of a text. From this ability, a respect derives for otherness as well as esteem for the authenticity of a personality on the one hand and, on the other hand, the need to share social values, opinions, and conventions.

Concrete examples of texts will show how a mother tongue teacher, who is including the concept of the linguistic picture of the world in lessongs, can stimulate the pupils and lead them towards an entirely natural tendency towards the described milestones. A teacher can steer the pupils towards the sensitivity to language stereotypes, which means that they will expose connotative elements of meaning while working with texts, and a teacher, together with the pupils, will be revealing their narrative characteristics. This cognitive potential of language is contained in all kinds of texts; we will present it in artistic texts, and especially in imaginative prose for children and young readers. With the help of an analytical-interpretative approach to these texts, the teacher can off er the pupils a key to understanding the real world. This, in our view, is the essence of literacy.