The Interplay of Translanguaging, Multiliteracy, and Sociocultural Dynamics in Shaping Diasporic Identity and Belonging

• In Event: Translanguaging Across Educational Settings: Affordances and Tensions

Abstract

This ethnographic study examines the language and literacy practices of immigrant children in a public elementary school, focusing on 10-year-old Korean and Chinese students in a United States classroom. The study explores how these children utilize their language and cultural knowledge to engage in language and literacy activities across different contexts. Using mapping and go-along interview methods, the study uncovers the children's translanguaging practices, their longing for their home countries, and their sense of belonging. The findings highlight the complexity of children's translanging practices involving multiple languages and emphasize the importance of valuing diverse forms of language and literacy. The study advocates for integrating translanguaging pedagogy to enhance learning experiences and foster inclusivity in diverse classrooms.

Author

• Seongryeong Yu, Old Dominion University