抄録
This paper is intended to clarify the feasibility of multilayered learning support,
including learner-supporter asymmetry, in particular, with regard to learning support
mediated by daily life. Existing research on learning support in literacy learning has been
oriented toward a symmetrical learner-supporter relationship. In this paper, we take such
arguments into account and treat asymmetry in literacy learning as a factor that cannot
necessarily be eliminated, but rather as a factor that promotes learning. In order to describe
it concretely, we paid attention to the dynamics of the response of supporters to the
lives of learners.
The research method focused on paired learning at a voluntary evening junior high
school in Fukuoka City, and the learning process was described mainly through participant
observation and interviews. In addition, essays written by the learners and their supporters
were used as supplementary materials.
The results of the study showed that the response to daily life has not always been
made in the context of active work by a supporter, but also in the context of narrative.
Speci cally, the classroom practice was one of school space, but at the same time, it functioned
as a place where fertile communication such as small talk and chit-chat were exchanged.
Therefore, the person who was supposed to be the supporter was talking about
himself or herself and being perceived by the learners. Through this process, the supporters
experienced a reexamination of the values that had existed prior to their participation
in the classroom, as typi ed by the school culture. Gradually, the way of being a supporter
was defined in the form of returning what was received from other learners and supporters.
In this way, we found that a form of learning support mediated by daily life was
formed.
