Abstracts
Abstract
School literacy in North America continues to focus on society’s dominant languages. Literacy curriculum — particularly during early grades — has an urgency for children to quickly master emergent literacy skills in the official languages, vindicating the exclusion of literacy in other minoritized languages that multilingual children bring to school. Guided by a translingual approach to literacy, this motherscholar research explores how and why a multilingual child utilized his Korean linguistic resources in translingual compositions across scripts, genres, modalities, and contexts during kindergarten and first-grade years. The qualitative analysis of the child’s compositions brought from school and completed at home revealed that he solidified social relationships with others through letter writing and asserted multicultural affiliations and identities in various genres. He did so through natural attunement to differences and laborious orchestration of resources. His minimal engagement with translingual writing at school compared to home practices has implications for literacy teachers and parents of multilingual children.
Résumé
La littératie scolaire en Amérique du Nord continue de se concentrer sur les langues dominantes de la société. Le programme d'alphabétisation – en particulier au cours des premières années d'études – a pour urgence que les enfants maîtrisent rapidement les compétences émergentes en littératie dans les langues officielles, ce qui justifie l'exclusion de l'alphabétisation dans d'autres langues minoritaires que les enfants multilingues apportent à l'école. Guidée par une approche translinguistique de l'alphabétisation, cette recherche motherscholar explore comment et pourquoi un enfant multilingue a utilisé ses ressources linguistiques coréennes dans des compositions translingues à travers les scripts, les genres, les modalités et les contextes pendant les années de maternelle et de première année. L'analyse qualitative des compositions de l'enfant rapportées de l'école et complétées à la maison a révélé qu'il consolidait les relations sociales avec les autres par l'écriture de lettres et affirmait des affiliations et des identités multiculturelles dans divers genres. Il l'a fait par une harmonisation naturelle avec les différences et une orchestration laborieuse des ressources. Son engagement minimal avec l'écriture translingue à l'école par rapport aux pratiques à la maison a des implications pour les enseignants en alphabétisation et les parents d'enfants multilingues.
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Appendices
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