“You need to learn the spelling”: Playing, teaching, and learning of trilingual siblings with refugee backgrounds

Abstract

Though a limited amount of literature has examined the family literacy practices of students with refugee backgrounds in the United States, little research has focused on play and conversations of Burmese siblings with refugee backgrounds. Drawing upon theoretical perspectives from new literacy studies, Vygotsky’s sociocultural theory, and Gregory’s concept of synergy, this qualitative study explores siblings’ social literacy practices and their conversations within these literacy practices. The data analysis revealed three types of literacy practices: digital literacy practices, religious literacy practices, and home-school literacy practices. The siblings’ conversations clearly demonstrated all three practices, which highlighted the children’s multiple identities as siblings and trilingual speakers, skillful at articulating their thoughts, taking the lead, playing out roles based on their experiences, and making meaning together. Further, the conversations supported both siblings’ literacy learning. Implications include the importance of expanding the understanding of siblings’ home literacy and continuing research on children with refugee backgrounds.