From Haiti to Detroit through Black Immigrant Languages and Literacies

Autor/inn/en	Omogun, Lakeya; Skerrett, Allison
Titel	From Haiti to Detroit through Black Immigrant Languages and Literacies
Quelle	In: Journal of Literacy Research, 53 (2021) 3, S.406-429 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Omogun, Lakeya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
DOI	10.1177/1086296X211031279
Schlagwörter	Black Dialects; Immigrants; Language Role; Literacy; Self Concept; Blacks; Language Attitudes; Race; Haitians; Multiple Literacies; Teaching Methods; Literacy Education; Novels; Youth; African Americans; Acculturation; Language Usage; Code Switching (Language); Creoles; English (Second Language); Multilingualism; Researchers; Diversity; Discourse Analysis; Michigan (Detroit) + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Alphabetisierung; Schreib- und Lesefähigkeit; Selbstkonzept; Black person; Schwarzer; Sprachverhalten; Rasse; Abstammung; Teaching method; Lehrmethode; Unterrichtsmethode; Novel; Roman; Jugend; Jugendlicher; Jugendalter; Afroamerikaner; Akkulturation; Sprachgebrauch; Kreole; English as second language; English; Second Language; Englisch als Zweitsprache; Mehrsprachigkeit; Multilingualismus; Researcher; Forscher; Diskursanalyse
Abstract	This article undertakes a textual analysis of an autobiographically informed novel, "American Street," to analyze the process of identity formation of a Black Haitian immigrant youth in the United States. Black immigrant youth remain an understudied demographic in literacy research compared with their Latinx and Asian immigrant counterparts. The goal of this analysis is to provide insights into the role of languages and literacies for Black immigrant youth in (re)constructing their identities in nations like the United States. Analysis revealed the significance of one youth's resistance to raciolinguistic ideologies, reliance on her Haitian faith literacies, and deployment of multiliteracy practices in (re)constructing her identity. We call for increased research that illuminates the complexity of the language and literacy processes involved in Black immigrant youth's negotiations with identity in new homelands, and offer textual analysis as an underutilized but promising inquiry method for generating such knowledge. The article also offers pedagogical implications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01