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Moving Across Linguistic, Cultural, and Geographic Boundaries: A Multi-sited Ethnographic Case Study of Immigrant Children
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Moving Across Linguistic, Cultural, and Geographic Boundaries: A Multi-sited Ethnographic Case Study of Immigrant Children ...
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Abstract:
This multi-sited ethnographic case study examines how transnationalism shapes the everyday lives of young immigrant children, particularly their literacies, identities, and learning. This study involved three second-generation Korean immigrant children whose lives encompass multiple languages, cultures, and countries through close connections with their parental homelands. Informed by a transnationalism framework and sociocultural perspective on literacy, I focused on three specific questions: How do second-generation immigrant children engage with language and literacy in and across various spaces? What transnational funds of knowledge do they build as they move across contexts? How do they position themselves and represent their identities? I employed a multi-sited ethnographic stance and collected data for one year in two locations: North Carolina, United States, and Seoul, South Korea. The data collected include participant observations, fieldnotes, parent questionnaires and interviews, child-centered ...
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Keyword:
Children of immigrants; Early childhood education; Education, Bilingual; Ethnology; Multicultural education; Transnationalism
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URL: https://dx.doi.org/10.7916/d8-8r68-pj68
https://academiccommons.columbia.edu/doi/10.7916/d8-8r68-pj68
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