Abstract
India is a multilingual and multiscriptal country; however, with globalization, there is an increasing demand for education in English despite the fact that neither parents nor children know English. This paper examines the first year of school instruction where children aged 3;6 learn to form the components and letters of the English alphabet. I focus on how four children try to make sense of literacy through English. With formal school instruction, they begin to limit their notions of literacy to writing the alphabet sequence, and move their sense-making activities to the realm of ‘play’ writing.
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