Document Type

Article

Publication Date

2023

DOI

10.5281/zenodo.10677264

Publication Title

Journal of Education, Language, and Ideology

Volume

1

Issue

2

Pages

243-267

Abstract

This ethnographic study delves into the language and literacy practices of immigrant children in a public elementary school setting. The purpose of the study is to understand the role of multiliteracy in their learning, their ability to connect with the curriculum and instruction, and their sense of belonging within their peer groups, classrooms, and home countries. To explore how these children utilized their linguistic and cultural repertoires to engage in language and literacy activities in different contexts (Kwon, 2019), the study focused on 10-year-old students from various linguistic backgrounds, including Korean and Chinese students in a United States classroom. Through mapping and go-along interviews to collect data, the study reveals the children's translanguaging practices, their yearning for their home country, and their sense of belonging. The findings of this study highlight the complexity of children's diasporic identity, reflected in literacy practices involving multiple languages, which implies the significance of respecting and valuing diverse forms of language and literacy. Underlying the importance of integrating translanguaging pedagogy to enhance learning experiences and foster a sense of belonging (Garcia & Sylvan, 2011), this empirical study calls for further research on translanguaging pedagogy in diverse classrooms that will offer insights in creating inclusive learning environments that embrace diverse linguistic and cultural backgrounds.

Rights

© 2023 JELI, its licensors, and the contributor.

For all open access content, the Creative Commons (CC) Attribution 4.0 International Public (CC BY 4.0) License terms apply.

ORCID

0000-0003-1087-3713 (Yu)

Original Publication Citation

Yu, S. (2023). Translanguaging, multiliteracy, and sociocultural dynamics: Exploring diasporic identity and belonging. Journal of Education, Language, and Ideology, 1(2), 243-267. https://doi.org/10.5281/zenodo.10677264

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