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  1. Sep 2015
    1. Close analysis of both instructional discourse and cases of apprenticeship raise a different point: Issues about language, like those about the role of masters, may well have more to do with legitimac y of participation and with access to peripheral-ity than they do with knowledge transmission

      Anecdotal connection: I have, because of friends, started to regularly go to softball games over the last few years. I have, over that time, learned through observation and participation (correct and incorrect), what to yell out and when to yell. I have as LW write, "learn[ed] how to talk (and be silent) in the manner of full participants," (the full participant being a member of the crowd.