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.

尽管有限的文献研究了美国难民背景学生的家庭识字实践，但很少有研究关注具有难民背景的缅甸兄弟姐妹的游戏和对话。这项定性研究利用新识字研究的理论观点、维果茨基的社会文化理论和格雷戈里的协同概念，探讨了兄弟姐妹的社会识字实践以及他们在这些识字实践中的对话。数据分析揭示了三种扫盲实践：数字扫盲实践、宗教扫盲实践和家庭学校扫盲实践。兄弟姐妹的谈话清楚地展示了这三种做法，突出了孩子作为兄弟姐妹和三语使用者的多重身份，善于表达自己的想法，带头，根据他们的经验扮演角色，一起创造意义。此外，这些对话支持了兄弟姐妹的识字学习。其意义包括扩大对兄弟姐妹家庭识字能力的理解以及继续对具有难民背景的儿童进行研究的重要性。