A Multimodal Literacy Perspective on Korean Bilingual Children's Literacy Practices at Home

• In Event: 14.044 - Roundtable Session 2
  In Roundtable Session: 14.044-5 - Plurilingualism and Multimodal Literacies Among U.S. Korean Children and Their Parents

Abstract

Drawing on a multimodal perspective of literacy, this study examined how children engaged in play as they created multimodal texts through their narratives, actions, drawing, and writing. This qualitative multi-case study focused on four Korean bilingual children’s play activities at home. Data collection included participant observation with video recording and informal interviews with children in each child’s home. The findings from activity setting analysis showed that children made connections to various texts from different contexts and appropriated those (con)textual elements into their play. Children used environmental and contextual clues to engage in play as they modified storylines in play or crafts they created. Finally, children’s play at home was influenced by their parents’ cultural beliefs in guiding children.

Authors

• Kwangok Song, The University of Kansas

• Jeonghee Choi, Arkansas State University