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Traditionally, writing is viewed as a code that stands in one-to-one correspondence to spoken language, which is therefore also viewed as a code. However, this is a delusion, which is shared by educators and has serious consequences for cognition, both on individual and on social levels. Natural linguistic signs characteristic for the activity of languaging and their symbolizations (graphic markings) are ontologically different phenomena; speech and writing belong to experiential domains ofdoi:10.1075/pc.17.3.03kra fatcat:nxqtujv32jfgrperxlndo7foxe