Promoting Biculturalism and Biliteracy for Vietnamese American Children through Cultural Performing Arts

Autor/in	Dao, Nguyen
Titel	Promoting Biculturalism and Biliteracy for Vietnamese American Children through Cultural Performing Arts
Quelle	In: Bilingual Research Journal, 44 (2021) 4, S.466-484 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dao, Nguyen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2022.2050836
Schlagwörter	Socialization; Literacy; Bilingualism; Ethnography; Case Studies; Performance; Cultural Activities; Extracurricular Activities; Second Language Learning; Second Language Instruction; Uncommonly Taught Languages; Teacher Attitudes; Vietnamese; Bilingual Education Programs; Family School Relationship; School Community Relationship; Sociocultural Patterns; English (Second Language); Immersion Programs; Biculturalism; Literacy Education; Self Concept; Heritage Education; Community Schools; Vietnamese People; Asian Americans; Elementary School Teachers; Elementary School Students + Suchen Sie Ihr Suchwort? Socialisation; Sozialisation; Alphabetisierung; Schreib- und Lesefähigkeit; Bilingualismus; Ethnografie; Case study; Fallstudie; Case Study; Achievement; Leistung; Cultural activity; Kulturelle Aktivität; Außerunterrichtliche Aktivität; Zweitsprachenerwerb; Fremdsprachenunterricht; Minderheitensprache; Lehrerverhalten; Soziokulturelle Theorie; English as second language; English; Second Language; Englisch als Zweitsprache; Immersionsprogramm; Bikulturalität; Selbstkonzept; Community school; ; Gemeindeschule; Gemeinschaftsschule; Asian immigrant; United States; Asiatischer Einwanderer; USA; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Under the theoretical underpinnings of language socialization and continua of biliteracy, this ethnographic case study documents how cultural performing arts, as part of extracurricular activities, promote bicultural identity and biliteracy development among Vietnamese American children. The study was set in two transnational contexts: a community-based Vietnamese heritage language school and a Vietnamese dual-language two-way immersion program, both located in a southwestern U.S. city. Data was drawn from observation field notes, interviews, teachers' testimony, and visual records. Findings show cultural events created by and for Vietnamese Americans create affordances for dialogic teaching on culture, language play, and cultural identity formation through collaborative efforts between home, school, and community. This paper implies a need for (1) purposeful integration of cultural events held by transnational communities into school curricula and (2) an in-depth focus on the sociocultural aspects of language programs, especially among the less-commonly-taught-language groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01