Literacy Practices and Heritage Language Maintenance

2009 ◽  
Vol 19 (1) ◽  
pp. 76-99 ◽  
Author(s):  
Hyungmi Joo
Keyword(s):  
Identity Formation ◽  
Literacy Practices ◽  
Immigrant Students ◽  
Formal Schooling ◽  
Language And Literacy ◽  
Korean Immigrant ◽  
School Students ◽  
Ethnic And Cultural Identity ◽  
English Dominant ◽  
At Home

The number of students who speak a language other than English at home has significantly increased in various Anglophone (i.e., English-dominant) countries in recent decades. As the student populations in these countries’ schools have become more linguistically and culturally diverse, concerns about language minority students’ language and literacy development have also increased. Researchers have documented the literacy practices of various linguistic and cultural groups at home and/or in the community. This paper portrays the literacy practices of Korean-American students, in particular the population of immigrant adolescents. Drawing upon case studies of four Korean immigrant students, the study described in this paper reveals that these middle school students enjoyed reading and writing for pleasure at home in Korean as well as in English (the main language of their formal schooling), although there existed differences among them in terms of the degree to which they used the languages and the activities they engaged in. Their literacy practices were necessarily accompanied by ethnic and cultural identity formation.

Transnationalism, Multilingualism, and Identity

2015 ◽  
Vol 35 ◽  
pp. 57-80 ◽  
Author(s):  
Patricia A. Duff
Keyword(s):  
Life Span ◽  
Real World ◽  
Literacy Practices ◽  
Applied Linguistics ◽  
Language And Literacy ◽  
Short Term ◽  
The Real ◽  
The People ◽  
At Home

ABSTRACTApplied linguistics is a field concerned with issues pertaining to language(s) and literacies in the real world and with the people who learn, speak, write, process, translate, test, teach, use, and lose them in myriad ways. It is also fundamentally concerned withtransnationalism, mobility, andmultilingualism—the movement across cultural, linguistic, and (often) geopolitical or regional borders and boundaries. The field is, furthermore, increasingly concerned withidentityconstruction and expression through particular language and literacy practices across the life span, at home, in diaspora settings, in short-term and long-term sojourns abroad for study or work, and in other contexts and circumstances. In this article, I discuss some recent areas in which applied linguists have investigated the intersections of language (multilingualism), identity, and transnationalism. I then present illustrative studies and some recurring themes and issues.

scholarly journals The Circulation of Care in Multilingual and Transnational Children

2020 ◽  
Vol 69 (1) ◽  
pp. 99-119 ◽  
Author(s):  
Jungmin Kwon
Keyword(s):  
United States ◽  
North Carolina ◽  
Literacy Practices ◽  
Intergenerational Relationships ◽  
The United States ◽  
Immigrant Children ◽  
Careful Attention ◽  
Language And Literacy ◽  
Korean Immigrant ◽  
Host Countries

Employing a multisited ethnographic stance, this study examined second-generation Korean immigrant children who sustain linkages with their parental homelands to better understand how transnationalism shapes their language and literacy practices by documenting their experiences in and across multiple spaces in North Carolina, the United States, and Seoul, South Korea. Findings suggest that the circulation of care, or the multidirectional and reciprocal exchange of support and care, functioned at the center of the children’s multilingual and transnational lives. The children actively engaged in language and literacy interactions through which they forged and extended meaningful ties with their parental homelands and strengthened intergenerational relationships. This study challenges the binary and fixed notions of home/host countries and highlights the need for longitudinal, multisited research on immigrant children’s transnational journeys with careful attention to the mobility of their language and literacy across generations and countries.

scholarly journals Effects of Migration on the Language and Literacy Practices of Turkish Parents in England

2021 ◽  
pp. 0192513X2110419
Author(s):  
Pinar Kolancali ◽  
Edward Melhuish
Keyword(s):  
Social Integration ◽  
First Generation ◽  
Literacy Practices ◽  
Family Characteristics ◽  
Survey Study ◽  
Socioeconomic Background ◽  
Language And Literacy ◽  
Structured Interviews ◽  
Literacy Activities ◽  
At Home

A survey study of the language and literacy practices of first-generation Turkish immigrant families with 3- to 6-year-old children was conducted in England. Information on family socioeconomic background, migration history and language skills of 168 first-generation Turkish parents was collected through structured interviews in Greater London and Northwest England. The study findings suggest that early childhood experiences that are important for the educational attainment of immigrant children may be affected by the family characteristics and the integration experiences of parents. Regression analyses demonstrated that parents from disadvantaged backgrounds engaged in language and literacy activities less often and preferred Turkish as the interaction language at home. Parent’s social integration, measured via parent’s length of residence and English skills, significantly predicted their language use with their children. Low social integration was associated with increased Turkish use, whereas high social integration was associated with more frequent language and literacy activities at home.

“Language not just as words”: Supporting new literacies through a design project in disadvantaged schools in Chile

2020 ◽  
pp. 204275302098216
Author(s):  
Patricia Thibaut ◽  
Lucila Carvalho
Keyword(s):  
High School Students ◽  
Literacy Practices ◽  
New Literacies ◽  
Meaning Making ◽  
Phase 1 ◽  
School Students ◽  
Disadvantaged Schools ◽  
Analysis And Design ◽  
Digital World ◽  
Everyday Classroom

Young people are increasingly connected in a digital and globalized world, but technology-mediated interactions alone do not necessarily lead to a culture of meaningful participation and meaning making processes. Students from disadvantaged contexts are especially vulnerable to this. Drawing on the Activity-Centred Analysis and Design framework this paper discusses a case study situated in disadvantaged schools in Chile. Phase 1 of the study revealed that high school students’ literacy practices in the everyday classroom mostly reflected low conceptual and procedural understanding of new literacies, confirming that these young learners enacted passive forms of technological use in and out-of-school spaces. Phase 2 of the study involved the development and implementation of a digital project at a Chilean school. Results offer insights on how alterations in tools, learning tasks, and social arrangements, led to reconfigured literacy practices. Findings also show that the relationship between access, use and outcomes is not straightforward, and students’ cultural capital varies, even in disadvantaged schools. Implications of the study stress the pivotal role of schools and the potential of well-orchestrated educational designs, for introducing and encouraging meaningful literacy practices, and for leveling up the access to the digital world.

Image of Self, Schoolmates, Parents, and Adults among Wolof Adolescents

1982 ◽  
Vol 50 (3) ◽  
pp. 707-714
Author(s):  
Michel Vandewiele
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Physical Appearance ◽  
School Students ◽  
Perception Of Self ◽  
Age Range ◽  
At Home

This study investigated 695 Wolof secondary school students' (176 girls, 519 boys, age range from 17 to 20 yr.) perception of self, family, comrades and adults in general by a questionnaire. (a) Subjects were twice less worried about their physical appearance than about their psychological makeup. (b) Subjects' criticisms were levelled mainly at adults in general and less at themselves. (c) There was a greater concern for the family's poverty and a preference for perfect harmony at home. (d) Kindness was the most appreciated quality in comrades. (e) Concerning adults, opinion was evenly divided. Some appreciate their advice and kindness, others hate their vices and intolerance; however, when requested to choose between a status of adolescence or of adulthood, subjects anticipated fear of the heavy responsibilities of adults often coupled with a thirst for independence, a desire to keep up their families, and have their own families as well.

Trauma and self-harming behaviors in high school students: The mediating role of identity formation

2021 ◽  
Vol 92 ◽  
pp. 20-29
Author(s):  
Leni Raemen ◽  
Koen Luyckx ◽  
Nina Palmeroni ◽  
Margaux Verschueren ◽  
Amarendra Gandhi ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Identity Formation ◽  
School Students ◽  
Mediating Role

“Make Sure You See This”: Counternarratives of Multilingual Black Girls’ Language and Literacy Practices

2021 ◽  
pp. 238133772110382
Author(s):  
Vivian E. Presiado ◽  
Brittany L. Frieson
Keyword(s):  
Bilingual Education ◽  
Literacy Practices ◽  
Black Girls ◽  
Language And Literacy ◽  
Social Worlds ◽  
Bilingual Programs ◽  
Daily Lives ◽  
Critical Scholarship ◽  
The Rich ◽  
Dominant Narratives

Critical scholarship in bilingualism and bilingual education has documented multiple ways that the rich language and literacy practices of Black children participating in bilingual education programs are often erased in favor of dominant narratives about the literacy practices of their White Mainstream English–speaking peers. Utilizing Black girl literacies, raciolinguistics, and translanguaging as theoretical orientations, and counternarratives as an analytical tool, this article presents a cross-case analysis of two ethnographic case studies that explored how multilingual Black American girls enrolled in an elementary dual-language bilingual education program employed their literacies to navigate their social worlds, by challenging raciolinguistic ideologies and hegemonic systems of oppression in their daily lives. It also presents the nuanced nature of multilingual Black girls’ literacies and the various roles that they serve, which are often ignored in multilingual spaces. The need to learn from multilingual Black girls’ counternarratives is emphasized by engaging in a deeper sociopolitical understanding of the complex issues that Black girls face on a regular basis, which are often extended in bilingual spaces. Specifically, we call for educators to create critical translanguaging spaces that honor multidimensional counternarratives and intimately connect with the unique epistemologies and literacies that Black girls in bilingual programs bring to the table.

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