Voicing the Entanglement of Developing Multiliteracies in Emergent Multilingual Child: A Transnational African Mother-scholar’s Perspective

• In Event: Transnational Caregivers' Multimodal and Multlingual Literacies

Abstract

This paper is a narrative of multilingual and multiliterate praxis in the home of a transnational African graduate student. The autoethnographic narrative draws from transnational feminist perspectives (Enns et al., 2020) and ẹ̀bùnlingualism (language as a gift) to examine what shapes the experiences of a transnational mother-scholar in promoting multilingualism and multiliteracy. Through observations, memos, and self-reflection, finding shows affective language praxis and embodiment of bonding and gifting language in multilingual and multiliterate development.

Author

• Yetunde S Alabede, Michigan State University