Editing Situated cognition (section)

===Language===
Individuals don't just read or write texts, they interact with them, and often these interactions involve others in various socio-cultural contexts. Since [[language]] is often the basis for monitoring and tracking learning gains in comprehension, content knowledge, and tool use in and out of school, the role of situated cognition in language learning activities is important. Membership and interaction in social and cultural groups is often determined by tools, technologies and [[discourse]] use for full participation. Language learning or literacy in various social and cultural groups must include how the groups work with and interact with these texts.<ref name="Gee, 2010"/> Language instruction in the context of situated cognition also involves the skilled or novice use of language by members of the group, and instruction of not only the elements of language, but what is needed to bring a student to the level of expert. Originating from emergent literacy,<ref>Dickinson & Neuman, 2006; Gee, 2004</ref> specialist-language lessons examines the formal and informal styles and discourses of language use in socio-cultural contexts.<ref>Gee, 2004; Gee, 2007</ref> A function of specialist-language lessons includes "lucidly functional language", or complex specialist language is usually accompanied by clear and lucid language used to explain the rules, relationships or meanings existing between language and meaning.<ref name="Gee, 2010"/>