Rethink Home Literacy Practices: Multimodal Meaning Making Among Culturally and Linguistically Diverse Young Children

• In Event: Multimodal and Digital Literacies in Transnational Contexts: Diverse Representations of Equitable Multilingual Education

Abstract

Home literacy environment (Anderson et al., 2002; Author, 2015; Leichter,1984; Saracho, 2017; Silinskas et al., 2020) has long been a focus in education research especially in early literacy research. Much attention has been given to print literacy focusing on reading and writing (Martini & Sénéchal, 2012; Torppa et al., 2019) and the role of adults like parents (Kenner, 2004; Li, 2006), but less attention has been given to children (Gregory, 2008) and other aspects of literacy such as viewing and representing (Heydon et al, 2022). Kalantzis and Cope (2023a) encourage researchers and educators to carefully consider and utilize the theory and pedagogy of multiliteracies responding to the “contemporary social context with its calls to diversity” and moving toward “education justice” (p. 1). There are many research studies examining multimodality with a focus on learning at school across the globe (Kalantzis & Cope, 2023b); however, less is known about home literacy practices especially culturally and linguistically diverse (CLD) children’s self-directed inquiry from a multiliteracies perspective (Gregory et al., 2004; Heydon, 2013). This paper presentation examines young children’s multilingual, multicultural, and multimodal (3M) meaning making practices at home in Canada aiming to provide in-depth understanding of children’s rich and meaningful home literacy practices and offers practical suggestions to multilingual parents. It draws upon the broad sociocultural perspectives in language and literacy (Heath, 1983; Larson & Marsh, 2013; Street, 2003) and pays special attention to multiliteracies (Cope & Kalantzis, 2009; New London Group, 1996). In other words, literacy is seen as plural, sociocultural, and sociomaterial (Barton & Hamilton, 2000; Gee, 2001). Furthermore, literacies are sociocultural practices situated in local context and shaped by global dynamics reflecting individual choice and community specificity. Children are capable meaning-makers who can recontextualize what they learn at home and in the community to make sense of the world (Genishi & Dyson, 2009). The two multis of multiliteracies are the focus of this study, that is, multiple situations or contexts (e.g., learner differences, home, community) and multiple forms of meaning (e.g., text, image, space, object, body, sound, speech). A qualitative case study was conducted (Yin, 2005) to understand children’s ways of meaning making at home. Participants were seven six-years old children. Data collection included home visit observations, researcher reflective journal, informal conversations with focal children, and children’s artifacts. Data was analyzed thematically to find emerging themes (Braun & Clarke, 2022). Findings indicate that children are creative designers (Cope & Kalantzis, 2011) using a wide range of materials and forms to construct meaning. Children’s cultural and linguistic funds of knowledge (Moll, 1992) affect their choice and expression in addition to purpose and context. Parental attitude and access to certain resources can both afford and restrain children’s meaning making practices. In sum, children are active and creative meaning makers, and literacies are situated and multidimensional. CLD children construct their linguistic and cultural identities through artifacts and stories (Rowsell & Pahl, 2007). Less represented children’s 3M practices should be valued and validated in literacy education beyond home domain.

Author

• Xiaoxiao Du, University of Manitoba