Abstract

This study presents findings from analyses of naturally occurring literacy events, where children jointly focus on reading and writing letters of the alphabet, illustrating social constructions of learning created through language and embodied action. Video recorded data from two different families living in an urban low-income area in Tanzania is presented to illustrate the findings. The analysis shows how participation frameworks are negotiated in terms of symmetries and asymmetries between younger and older siblings with both older and younger siblings initiating these frameworks: older siblings using different directives to guide the younger child's focus of attention and younger children both following and resisting such strategies.

Citation

Frankenberg, S.J., Holmqvist, R., Rubenson, B. & Rindstedt, C. (2012). Sibling negotiations and the construction of literacy events in an urban area of Tanzania. International Journal of Educational Development, 32(6), 773-786. Elsevier Ltd. Retrieved August 13, 2024 from https://www.learntechlib.org/p/71705/.

Keywords

• Age Differences
• Directives
• Foreign Countries
• Interaction Process Analysis
• Language Usage
• Literacy Education
• Literacy event
• Low Income Groups
• Participant frameworks
• participation
• Reading
• Siblings
• Social Influences
• Tanzania
• Urban Areas
• Video Technology
• Writing (Composition)