Sociocultural Literacy Practices and Sense of Belonging: A Case Study of a Refugee Student in the Western United States

• In Event: AERA Graduate Student Research-in-Progress Roundtable Session 1
  In Roundtable Session: Computational, Sociocultural, and Community-Based Literacies: Beliefs, Behaviors, and Practices (Table 14)

Abstract

This study explores the literacy practices and sense of belonging of a 9-year-old multilingual Afghan refugee girl in Western America. The research examines both observable and non-observable literacy practices, emphasizing their sociocultural context. The literature review highlights the need for a sociocultural perspective in addressing the educational challenges faced by refugee students. Employing qualitative methodology, including observations and interviews, preliminary findings reveal the participant's remarkable strides in adapting to American culture through effective literacy practices. The study contributes practical insights into the crucial role of educators in fostering resilience and a sense of belonging among diverse learners. Ongoing research aims to deepen understanding, bridging the gap between school and home experiences for refugee children.

Author

• Gokce Unlu, University of Nevada - Reno