Theoretical framework Socio-cultural approaches to language and literacy learning where apprentice members of social/cultural groups are initiated by those who are more experienced into the relevant literacies and language forms necessary for membership (Heath 1983; Barton & Hamilton 1998; Gregory & Williams 2000) Vygotskian and neo-Vygotskian theories focusing on how children actually go about learning (Wertsch 1985; Tharp and Gallimore 1988; Cole 1996; Rogoff 2003)
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