Family Literacy Practices of a Burmese Student With Refugee Backgrounds

• In Event: Learning From Transnational Immigrant Literacies

Abstract

The study purpose was to explore the family literacy practices and identities of a Burmese student with refugee backgrounds. Data sources included field notes based on observations, audio recordings of family conversations, artifacts, interviews, and informal conversations. Findings presented the participant’s family literacy practices, such as engaging with school texts and watching TV programs and cartoons. Her identities were also expressed within these literacy practices. The participant’s digital literacy practice afforded opportunities for her to imagine and connect to her family’s culture and explore her parents’ second homeland. Implications will be discussed at the conference.

Author

• Aijuan Cun, The University of New Mexico