Empowering Asian American Heritage Language Learning: Exploring Multimodal Activities for Full Linguistic and Semiotic Repertoires

• In Event: Saturday Roundtable Session 9:45 am
  In Roundtable Session: Diverse Perspectives for Disrupting the Status Quo Realities of Discriminations and Injustices (Table 28)

Abstract

This study explores the potential of multimodal activities in facilitating Asian American children to utilize their linguistic and semiotic repertoire for heritage language learning. We analyzed data across the two cases: one with Chinese American children in an online platform and one with Korean American children in a face-to-face classroom. The findings showed that the children utilized their heritage language to express identities, experiences, and cultural practices. The children also leveraged translangauging practices to learn their heritage language as they engaged in multimodal activities. The study underscores the importance of having a multimodal approach to heritage language learning. We provide implications for teachers, educators, and researchers on how to support heritage language learners through multimodal activities.

Authors

• Ling Hao, Illinois State University

• Kyungjin Hwang, University of South Carolina