Exploring and Expressing Bilingual Identities through Multimodal Literacies: A Study with Korean American Children

References

1. Alvarez A. (2018) Drawn and written funds of knowledge: A window into emerging bilingual children’s experiences and social interpretations through their written narratives and drawings. Journal of Early Childhood Literacy, 18(1), 97–128. https://doi.org/10.1177/1468798417740618
   [Google Scholar]
2. Baroutsis A., Kervin L., Woods A., & Comber B. (2019) Understanding children’s perspectives of classroom writing practices through drawings. Contemporary Issues in Early Childhood, 20(2), 177–193. https://doi.org/10.1177/1463949117741743
   [Google Scholar]
3. Bengochea A., Sembiante S. F., & Gort M. (2018) An emergent bilingual child’s multimodal choices in sociodramatic play. Journal of Early Childhood Literacy, 18(1), 38–70. https://doi.org/10.1177/1468798417739081
   [Google Scholar]
4. Blackledge A., & Creese A. (2017) Translanguaging in mobility. In Canagarajah S. (Ed.), The Routledge handbook of migration and language (pp. 31–47). Routledge.
   [Google Scholar]
5. Blackledge A., & Pavlenko A. (2001) Negotiation of identities in multilingual contexts. International Journal of Bilingualism, 5(3), 243–257. https://doi.org/10.1177/13670069010050030101
   [Google Scholar]
6. Braun V., & Clarke V. (2006) Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
   [Google Scholar]
7. Brown S. (2021) Emergent bilinguals as text designers: Rendering meaning through signs. English Teaching: Practice & Critique, 20(2), 130–148. https://doi.org/10.1108/ETPC-07-2020-0076
   [Google Scholar]
8. Brown S., & Allmond A. (2021) Constructing my world: A case study examining emergent bilingual multimodal composing practices. Early Childhood Education Journal, 49(2), 209–221. https://doi.org/10.1007/s10643-020-01062-4
   [Google Scholar]
9. Bucholtz M., & Hall K. (2005) Identity and interaction: A sociocultural linguistic approach. Discourse Studies, 7(4–5), 585–614. https://doi.org/10.1177/1461445605054407
   [Google Scholar]
10. Chung S. (2024) A parent’s multimodal support to bilingual child’s reading: A case study of Korean immigrant family. Journal of Language, Identity & Education, 1–17. https://doi.org/10.1080/15348458.2024.2409333
    [Google Scholar]
11. Cochran-Smith M., & Lytle S. L. (2009) Inquiry as stance: Practitioner research for the next generation. Teachers College Press.
    [Google Scholar]
12. Compton-Lilly C., Papoi K., Venegas P., Hamman L., & Schwabenbauer B. (2017) Intersectional identity negotiation: The case of young immigrant children. Journal of Literacy Research, 49(1), 115–140. https://doi.org/10.1177/1086296X16683421
    [Google Scholar]
13. Creese A., & Blackledge A. (2015) Translanguaging and identity in educational settings. Annual Review of Applied Linguistics, 35, 20–35. https://doi.org/10.1017/S0267190514000233
    [Google Scholar]
14. De Fina A. (2016) Linguistic practices and transnational identities. In Preece S. (Ed.), The Routledge handbook of language and identity (pp. 163–178). Routledge.
    [Google Scholar]
15. García O. (2009) Bilingual education in the 21st century: A global perspective. Wiley-Blackwell.
    [Google Scholar]
16. García O., Johnson S. I., & Seltzer K. (2017) The translanguaging classroom: Leveraging student bilingualism for learning. Caslon.
    [Google Scholar]
17. García O., & Wei L. (2014) Translanguaging: Language, bilingualism and education. Palgrave Pivot.
    [Google Scholar]
18. García-Mateus S., & Palmer D. (2017) Translanguaging pedagogies for positive identities in two-way dual language bilingual education. Journal of Language, Identity & Education, 16(4), 245–255. https://doi.org/10.1080/15348458.2017.1329016
    [Google Scholar]
19. Hornberger N. H., & Wang S. C. (2008) Who are our heritage language learners? Identity and biliteracy in heritage language education in the United States. In Brinton D. M., Kagan O. , & Bauckus S. (Eds.), Heritage language education: A new field emerging (pp. 3–35). Routledge.
    [Google Scholar]
20. Hu R., Liu X., & Zheng X. (2018) Examining meaning making from reading wordless picture books in Chinese and English by three bilingual children. Journal of Early Childhood Literacy, 18(2), 214–238. https://doi.org/10.1177/1468798416643357
    [Google Scholar]
21. Jewitt C. (2015) Multimodal analysis. In Georgakopoulou A. & Spilioti T. (Eds.), The Routledge handbook of language and digital communication (pp. 69–84). Routledge.
    [Google Scholar]
22. Kanno Y. (2003) Negotiating bilingual and bicultural identities: Japanese returnees betwixt two worlds. Routledge.
    [Google Scholar]
23. Kim S. J. (2015) Korean-origin kindergarten children’s response to African-American characters in racethemed picture books. Education Research International, 2015(1), Article 986342. https://doi.org/10.1155/2015/986342
    [Google Scholar]
24. Kim S. J., Park S., & An S. (2018) “You can’t be rich only doing good deeds”: Bilingual kindergarteners’ discussions about poverty and wealth. International Journal of Early Childhood, 50(1), 101–119. https://doi.org/10.1007/s13158-018-0209-9
    [Google Scholar]
25. Kim Y. (2024) Transnational funds of identity of Korean American and migrant youth. Journal of Language, Identity & Education, 1–21. https://doi.org/10.1080/15348458.2024.2376726
    [Google Scholar]
26. Kress G., & van Leeuwen T. (2020) Reading images: The grammar of visual design (3rd ed.). Routledge.
    [Google Scholar]
27. Kuby C. R., & Vaughn M. (2015) Young children’s identities becoming: Exploring agency in the creation of multimodal literacies. Journal of Early Childhood Literacy, 15(4), 433–472. https://doi.org/10.1177/1468798414566703
    [Google Scholar]
28. Kwon J. (2021) Research with young multilingual children through child-centered interview activities. Multicultural Perspectives, 23(2), 101–107. https://doi.org/10.1080/15210960.2021.1914049
    [Google Scholar]
29. Moses L., & Serafini F. (2022) Image, text and design: Students’ semiotic choices in nonfiction compositions. Literacy, 56(4), 340–354. https://doi.org/10.1111/lit.12293
    [Google Scholar]
30. Moses L., & Torrejon Capurro C. (2024) Literacy-based play with young emergent bilinguals: Explorations in vocabulary, translanguaging, and identity work. TESOL Quarterly, 58(1), 423–450. https://doi.org/10.1002/tesq.3236
    [Google Scholar]
31. The New London Group (1996) A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–92. https://doi.org/10.17763/haer.66.1.17370n67v22j160u
    [Google Scholar]
32. New York State Education Department (2017) Emergent multilingual learners in prekindergarten: A protocol for identification, instructional planning, and programming. https://www.nysed.gov/bilingual-ed/emergentmultilingual-learners-prekindergarten-programs
    [Google Scholar]
33. Shepard-Carey L. (2020) Making sense of comprehension practices and pedagogies in multimodal ways: A second-grade emergent bilingual’s sensemaking during small-group reading. Linguistics and Education, 55, Article 100777. https://doi.org/10.1016/j.linged.2019.100777
    [Google Scholar]
34. Taylor S. V., & Leung C. B. (2020) Multimodal literacy and social interaction: Young children’s literacy learning. Early Childhood Education Journal, 48(1), 1–10. https://doi.org/10.1007/s10643-019-00974-0
    [Google Scholar]
35. Wagner C. J. (2023) Language and multilingualism in young children’s literate identities. In Wagner C. J., Frankel K. K. , & Leighton C. M. (Eds.), Becoming readers and writers: Literate identities across childhood and adolescence (pp. 15–29). Routledge.
    [Google Scholar]
36. Yin R. K. (2017) Case study research and applications: Design and methods (6th ed.). SAGE.
    [Google Scholar]