Sibling negotiations and the construction of literacy events in an urban area of Tanzania

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.

► We explore participation frameworks between siblings during literacy events in the home in urban Tanzania.
► Video recordings are analysed with a focus on directives in language and embodied action.
► Symmetric and asymmetrical interaction constructs conditions for child centred versus teacher centred learning.
► Findings illustrate how traditions of formal schooling may be transmitted to younger children through informal learning.