Sisters and Brothers as Language and Literacy Teachers: Synergy between Siblings Playing and Working Together

Gregory, Eve

doi:10.1177/14687984010013004

Cited by 157 publications

(124 citation statements)

References 19 publications

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“…'Scaffolding' has been further refined to afford a greater role to the child her or himself, using the term guided participation (Rogoff, 1990(Rogoff, , 2003. Studies on 'scaffolding' and 'guided participation' underpinned our argument for the synergy taking place between siblings where the younger sibling acts as an adjuvant to the older child's learning which takes place equally on both sides (Gregory, 2001;Gregory and Williams, 2000).…”

Section: Theoretical Framework and Backgroundmentioning

confidence: 99%

The ‘insider/outsider’ dilemma of ethnography: Working with young children and their families in cross-cultural contexts

Gregory

Ruby

2011

Journal of Early Childhood Research

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In this article we unravel the difficulty of being researchers in the homes and classrooms of children and their families whose origins are, for one of us, very different and, for the other, very similar to our own. We first situate our work within theories of early socialization and literacy teaching which underpin our understanding of how young children in cross-cultural contexts learn. We then turn to the question of working with the families and teachers of these children which poses dilemmas not explained by the theories presented. We illustrate these through a series of vignettes typifying both the 'Outsider' and the 'Insider' role. The stories highlight paradigmatic moments of complexity, clashes or collusion which we unpick in terms of their generalizability for others working in the field. Finally, we extend theories of dialogue in our search for a methodology for collaborative work in future cross-cultural ethnographic studies.

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Section: Theoretical Framework and Backgroundmentioning

confidence: 99%

The ‘insider/outsider’ dilemma of ethnography: Working with young children and their families in cross-cultural contexts

Gregory

Ruby

2011

Journal of Early Childhood Research

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“…However, the emphasis is still on the acquisition of skills from the children's side. Intergenerational computer activities seem, rather, to exhibit a reciprocal learning exchange that accords more closely with the concept of 'synergy' identified by Gregory (2001).…”

Section: Guided Participation and Synergymentioning

confidence: 85%

“…Synergy between siblings arises from the older child's greater knowledge being practised and re-formulated in order to share it with the younger sibling, who plays their part as active audience and questioner (Gregory, 2001). Interactions with grandparents around the computer introduce the additional possibility that the younger generation may have greater facility in operating this new cultural artefact, whilst the older generation has more experience in literacy and other areas of learning, and thus both parties may have knowledge to share.…”

Section: The Potential Of Ict For Early Learningmentioning

confidence: 99%

Intergenerational Learning Events Around the Computer: A Site for Linguistic and Cultural Exchange

Kenner¹,

Ruby²,

Jessel³

et al. 2008

Language and Education

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Intergenerational learning events around the computer: a site for linguistic and cultural exchangeThe computer is widely recognised as a cultural tool with the potential to enhance learning, and children are considered to develop ICT skills with particular facility. However, young children still require assistance in order to gain the maximum educational benefit. This study investigates how such assistance was given to 3-6 year olds by their grandparents, in Sylheti/Bengali-speaking families and monolingual English-speaking families living in East London. A multimodal analysis of videorecorded computer activities reveals the reciprocity of teaching and learning taking place between the generations. In each case, grandparents and grandchildren combined their resources in order to negotiate the activity, with adults usually providing knowledge of literacy and numeracy whilst children helped with computer skills. The intergenerational exchange was especially evident in Sylheti/Bengalispeaking families, where grandparents were less familiar with English or with the computer and operated bilingually with their grandchildren to co-construct learning. However, the support offered by grandparents was found to have common elements in all families, as they helped children to structure the learning event, maintain concentration and accomplish tasks relying on linguistic and cultural knowledge.

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“…Literacy learning in particular is co-constructed between the learner and other members of the family or the community. Those members can be siblings (Gregory, 1998(Gregory, , 2001; grandparents (Jessel, Kenner, Gregory, Ruby, & Arju, 2011); or people with whom the learners interact in their daily activities (Volk & De Acosta, 2001). The Likert scale used with this study's participants showed that there is a low level of parental participation in their children's EFL learning at Jorge Abel Molina (JAM) School.…”

Section: Background Of Parental Involvement In Student Learning and Imentioning

confidence: 99%

Exploring the Roles of Parents and Students in EFL Literacy Learning: A Colombian Case

Torres¹,

Castañeda-Peña²

2016

ELT

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There is little scholarly information about parent involvement in their children's English as a Foreign Language (EFL henceforth) literacy learning in the Colombian context. This exploratory-qualitative study looks into the possible roles of parents and children in EFL literacy learning at home, with special emphasis on parental roles and contributions. The study has a three-fold purpose: (1) to describe the behaviour of parents and students when doing EFL literacy tasks at home, (2) to explore feelings and thoughts (perceptions) of parents and students about working together on EFL literacy tasks at home, and (3) to identify ways in which parents contribute to a student's EFL learning. Sixteen ninth grade students at a state school, and their parents or caregivers, carried out a series of EFL literacy tasks in their respective homes. Video recordings, field notes, qualitative interviews, and surveys were used as data collection tools. The results demonstrate that even when parents do not have a command of the English language, they have the potential to help with EFL learning from a non-linguistic point of view (e.g. monitoring children's homework, providing learning conditions, shaping children's minds for EFL by giving advice, and feedback about EFL homework development).

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Sisters and Brothers as Language and Literacy Teachers: Synergy between Siblings Playing and Working Together

Cited by 157 publications

References 19 publications

The ‘insider/outsider’ dilemma of ethnography: Working with young children and their families in cross-cultural contexts

The ‘insider/outsider’ dilemma of ethnography: Working with young children and their families in cross-cultural contexts

Intergenerational Learning Events Around the Computer: A Site for Linguistic and Cultural Exchange

Exploring the Roles of Parents and Students in EFL Literacy Learning: A Colombian Case

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