Integrating Transnational Parent Knowledge into Multimodal and Digital Literacies: A Translanguaging Approach in Family Literacy

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

Abstract

This presentation aims to explore the integration of transnational parent knowledge into the multimodal and digital literacy practices of multilingual children. It highlights how these practices are shaped by and continue to shape transnational experiences, emphasizing translanguaging within family literacy contexts. The objective is to provide strategic insights for educators and parents on fostering effective literacy practices in transnational families.

The theoretical framework of this study is based on the concepts of transnationalism and translanguaging, which provide a lens to understand the dynamic interactions between languages, cultures, and identities within transnational families (Levitt & Schiller, 2004; García, 2009). Transnational parent knowledge (Chen, 2024), rooted in the lived experiences of navigating multiple cultural and linguistic landscapes, plays a pivotal role in shaping children's literacy practices. This study emphasizes the integration of multimodal and digital literacies, recognizing the importance of diverse literacy forms in contemporary family settings (Lam & Warriner, 2012; Li, 2011).

The methodology of the research is autobiographical narrative inquiry (Clandinin & Connelly, 2000), supported by critical incident analysis and moment analysis (Li, 2011), focusing on the lived experiences of a transnational family navigating multiple languages and cultures. This approach allows for an in-depth examination of significant moments and interactions within the family's literacy practices. The study also incorporates small stories methodology to capture the nuanced dynamics of multilingual interactions (De Fina & Georgakopoulou, 2008).

To gain a deeper understanding of the family's literacy practices, the mother-scholar (inquirer of this research) collected various types of data over a six-year period, starting when the older daughter was two years old. The data include personal journals documenting significant literacy activities, creative artifacts such as books, drawings, and photographs, language-learning materials from formal education and community resources, and video recordings of daily literacy interactions. These sources provide a comprehensive view of the multilingual environment and the development of the children's proficiency in English and Chinese.

The study identifies three central findings: 1). Impact of Transnational Experiences: The family's transnational experiences significantly influence their literacy practices, creating a rich, multilingual environment at home (Chen, 2024). 2). Home as a Translanguaging Space: The concept of home is redefined as a venue for translanguaging practices, where languages and cultures intermingle naturally (Li, 2011; García, 2009). 3). Integration of Transnational Parent Knowledge: The knowledge and experiences of transnational parents play a crucial role in the literacy development of their children, particularly in multimodal and digital contexts, highlighting the importance of linguistic flexibility and cultural understanding (Pushor, 2015).

This study contributes to the field of multilingual education by providing a detailed, reflective account of the literacy practices within a transnational family. It underscores the value of transnational parent knowledge and its role in shaping effective multimodal and digital literacy practices (Chen, 2024). The findings offer practical insights for educators and policymakers to better support multilingual families and enhance literacy outcomes for children in transnational contexts.

Author

• Emma Xing Chen, Western Washington Universtiy