The Emergence of Transnational Literacy and Language Practices in Immigrant Families

• In Event: 65.069 - Exploring Technology-Mediated Transnational Language and Literacy Engagements

Abstract

Purpose: This paper explores the emergence of transnational digital literacy and language practices for young children in immigrant families.
Theoretical frame: As described by Lam and Warriner (2012), a range of theoretical constructs including capital (Bourdieu, 1986), transnational social fields, transnational habitus (Guarnizo, 1997), and sociolinguistic scale (Blommaert, 2010) can be applied to understand transnational practices in immigrant families. Specifically, we document and discuss the emergence of transnational habitus. Guarnizo (1997) describes transnational habitus as dispositions toward social actions grounded in peoples’ experiences across national boundaries. While people construct habitus across life spans, habitus is intimately connected to embodied cultural capital that is initially acquired in early childhood and remains marked by the earliest conditions of acquisition (Bourdieu, 1986). Thus the habitus constructed by young children is particularly powerful. While people can adapt their habitus to accommodate new situations, these changes tend to be incorporated slowly and unconsciously (Bourdieu & Passeron, 1977).
Methods: This longitudinal collective case study involves 10 children from immigrant families. The students entered the study during kindergarten, grade 1, or grade 2. We have visited the families and children’s classrooms three times each year for the past three years.
Data Sources: Data sources highlight the spaces that the immigrant families have occupied (i.e., home/neighborhood/ school; native country/country of residence). Parallel data sets are collected annually to explore change and continuity across time. Data includes observations of children at home and school, parent/student/family member interviews, student-created artifacts (e.g., writing samples, maps, photographs), and conversations about these artifacts. We coded interviews using a priori and grounded codes. Coded data related to home literacy and language practices revealed numerous transitions for both children and parents.
Results: Not only did parents use the Internet to access international news, music, and movies, but parents also apprenticed their children into these practices. By observing her mother’s online practices, Liz learned to access Pororo, her favorite Korean television program. Carlos’ father uses the internet to broadcast soccer games in Spanish. Now Carlos and his brother readily access the site. James’ father, an immigrant from China, described the internet as an essential space for unbiased news. A recent debate between James’ older brother and father related to freedom of press was resolved through an internet search.

These transnational practices have contributed to knowledge and dispositions that inform children’s actions. At age six when asked to draw a map of the United States, Liz included other countries saying “This is New York. That’s France. This is airplane. This is lots of suitcase. That’s orange in Korea. And right here’s Texas. Here’s Mexico.” For Adam’s Moroccan-American family, technology provides a vital link to Adam’s father who was denied re-entry in the Unites States. At age eight, Adam revealed his emerging understanding of time differences to the researcher through Skype.

Significance: This paper argues that technology is contributing to the development of transnational habitus for immigrant children in an increasingly globalized world as they navigate digital literacy and language practices.

Author

• Catherine F. Compton-Lilly, University of Wisconsin - Madison