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Investigating the Stories of Success of Students who are African American and Male in AP English
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| 22 |
Prospective Teachers' Noticing and Naming of Students' Mathematical Strengths and Support of Students' Participation
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| 23 |
Exploring Identities and Relationships: Narratives of Second-Generation, Black, West Indian College Students From Boston
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| 24 |
A CASE STUDY OF PRESERVICE WORLD LANGUAGE TEACHERS’ IDENTITY DEVELOPMENT AND THE ROLE AND IMPACT OF MENTOR TEACHERS
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| 25 |
UNDERSTANDING HOW PRESERVICE TEACHERS USE FOCUSING QUESTIONING STRUCTURES: A MULTIPLE CASE STUDY
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| 26 |
THE COMPARISON OF L1 AND L2 CASE PROCESSING: ERP EVIDENCE FROM TURKISH
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| 27 |
THE CONTRIBUTION OF EXECUTIVE FUNCTION TO READING COMPREHENSION FOR LINGUISTICALLY DIVERSE LEARNERS
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SPEECH MODIFICATION TO NON-NATIVE SPEAKERS AND CONTENT DILUTION: IMPLICATIONS FOR ENGLISH AS A MEDIUM OF INSTRUCTION (EMI)
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| 29 |
Pathways to Proficiency: Examining the Coherence of Initial Second Language Acquisition Patterns within the Language Difficulty Categorization Framework
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| 30 |
The Effects of With-Text and Without-Text Song Presentation Styles on Preschoolers' Singing Voice Use and Pitch Accuracy
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| 31 |
English Teacher as Dungeon Master: Game Design Theory Meets Course Design in Rhetorical Education
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| 32 |
STREAMS THAT RUN INTO THE RIVER OF LIVED EXPERIENCE: A PHENOMENOLOGICAL STUDY OF INTERN TEACHERS USING CURRERE TO UNDERSTAND CURRICULUM
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| 33 |
“Speak English”: Challenges of and Opportunities for Implementing National Education Language Policy in Rural Nicaragua
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| 34 |
TEACHER PERCEPTIONS OF ONLINE SIOP® PROFESSIONAL DEVELOPMENT
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| 35 |
Elementary General Education Teachers’ Decision Making Process During the Referral of English Learners to Special Education: Distinguishing between English Language Acquisition and Learning Disability
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"I'm here for a purpose": Latina/Chicana senior student affairs officers' testimonios of resistance and resilience
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| 37 |
Prompting Rural Students' Use of Prior Knowledge and Experience to Support Comprehension of Unfamiliar Content
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| 38 |
HOW LONG DOES IT TAKE FOR ENGLISH LEARNERS TO BE RECLASSIFIED AS ENGLISH PROFICIENT?
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| 39 |
Being "good company" to students on their journeys toward intercultural maturity: A case study of a study abroad program
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| 40 |
BUILDING BLOCK OF THE WORLD, BUILDING BLOCK OF YOUR IDENTITY: MULTILINGUAL LITERACY SOCIALIZATION OF HERITAGE LANGUAGE LEARNERS
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Abstract:
This study investigates multilingual literacy socialization of Finnish heritage language learners (HLLs) in homes and a Finnish heritage language (HL) school in the United States. Participants included eighteen parents, fifteen students, and three Finnish HL teachers. Five HLLs aged 5 to 11 were chosen as focal cases. This study used ethnographic and microethnographic methods, with language socialization as the major theoretical lens and new literacies as a complementary theory. The study conceptualizes language and literacy socialization in an HL context as manifesting in three processes: family and classroom language policies, translanguaging practices, and language and literacy practices across languages and media. Additionally, the study considers HLLs’ construction of multilingual identities. Field notes and videos of language and literacy events in the two contexts, literacy-related artifacts, vocabulary and reading assessments in English and Finnish, and background survey and interview data were considered to understand participants’ language and literacy practices. The study demonstrates that parents and teachers engaged in similar socialization strategies: setting strict Finnish-only policies, curbing students’ translanguaging, and engaging children in traditional, print-based literacies in Finnish. Contextual factors, such as students’ English-medium schoolwork and non-Finnish parents’ lack of Finnish proficiency restricted these efforts. HLLs influenced these socialization processes by renegotiating family and HL classroom language policies, translanguaging in their interactions, and engaging in literacy practices, especially digital literacies, that promoted English at the expense of the HL. Such influences often ran counter to the parents’ and teachers’ efforts. Findings also indicated that learners constructed fluid, multilingual identities within different contexts and situations. The study contributes to socialization research and HL education research by examining a less commonly taught HL, Finnish in the United States. The study corroborates recent scholarship on language socialization, which has begun to uncover children’s strong influence and agency in socialization processes. The study also highlights the importance of digital literacies in young HLLs’ lives. The need for teacher education and P-12 educators to recognize HLLs as part of linguistic diversity in schools, and ways for parents and teachers of HLLs to support HL maintenance while recognizing HLLs’ multilingual, multinational identities are discussed.
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Keyword:
Education; Finnish; heritage language; Language; literacy; multilingualism; socialization
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URL: http://hdl.handle.net/1903/19435
https://doi.org/10.13016/M2B29V
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