The Emergence of Transnational Awareness among Children in Immigrant Families

Autor/inn/en	Compton-Lilly, Catherine; Kim, Jieun; Quast, Erin; Tran, Sarah; Shedrow, Stephanie
Titel	The Emergence of Transnational Awareness among Children in Immigrant Families
Quelle	In: Journal of Early Childhood Literacy, 19 (2019) 1, S.3-33 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/1468798417696342
Schlagwörter	Immigrants; Literacy; Longitudinal Studies; Case Studies; Kindergarten; Grade 1; Grade 2; Elementary School Students; Maps; Photography; Writing (Composition); Mobility; Family Environment; Cultural Background; Cultural Awareness; Bilingualism; Intercultural Communication; Family Literacy; Freehand Drawing; Information Technology; Student Attitudes + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Alphabetisierung; Schreib- und Lesefähigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Case study; Fallstudie; Case Study; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Map; Karte; Fotografie; Schreibübung; Mobilität; Mobilitätsförderung; Familienmilieu; Cultural identity; Kulturelle Identität; Bilingualismus; Interkulturelle Kommunikation; Drawing; Zeichnen; Informationstechnologie; Schülerverhalten
Abstract	In the past, physical barriers such as geography and distance limited global communication. In this paper, we explore how young children in immigrant families engage in transnational literacy practices. Specifically, we explore the transnational funds of knowledge that result from those experiences. This three-year longitudinal collective case study involves ten children from immigrant families who have come to the United States from around the world. The students entered the study in four-year-old kindergarten, grade 1 or grade 2. Each year, we collected observations, spoken data and student-created artefacts (e.g. writing samples, maps, photographs). Data sources were designed to highlight the various spaces that the immigrant families occupy or have occupied over time (i.e. home/neighbourhood/ school; native country/country of residence). Our reading and rereading of coded data across the sample led us to focus on families' digital transnational practices and children's transnational awareness. We argue that these funds of knowledge should be recognized in classrooms and schools and that they have the potential to contribute to the nurturing of cosmopolitan perspectives for all children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01