Reflections: Language Arts for ALL Children

This qualitative case study examined how a Korean immigrant family organized and arranged language and literacy practices to promote the focal child’s biliteracy development. The parents selected activities to support the focal child’s learning in her two languages. They also developed various strategies from their experiences and beliefs and sought resources in the community. Alternating their two languages and translation facilitated the focal child’s learning as she and her parents engaged in negotiating and refining meaning. The findings of this study encourage educators to become aware of immigrant parents’ efforts to support their children’s learning in their two languages. Furthermore, this study urges educators to cultivate collaboration across schools, families, and communities to support bilingual students’ literacy learning in their two languages.