Transnational Literacy Practices of Two Burmese Families: An Ethnographic Study

Autor/in	Cun, Aijuan
Titel	Transnational Literacy Practices of Two Burmese Families: An Ethnographic Study
Quelle	In: Pedagogies: An International Journal, 16 (2021) 3, S.286-306 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cun, Aijuan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-480X
DOI	10.1080/1554480X.2020.1763801
Schlagwörter	Family Literacy; Immigrants; Refugees; Parent Child Relationship; Mothers; Parent Attitudes; Religious Factors; Beliefs; Second Language Learning; Student Diversity; Teaching Methods; Foreign Countries; English (Second Language); Biculturalism; Cultural Maintenance; Asians; Social Networks; Native Language; Sino Tibetan Languages; Interpersonal Relationship; Family Relationship; Social Media; Burma + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Flüchtling; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mother; Mutter; Elternverhalten; Belief; Glaube; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Bikulturalität; Asian; Asiat; Asiatin; Asiaten; Asiate; Social network; Soziales Netzwerk; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Soziale Medien
Abstract	Abundant research has examined the literacy practices of immigrant students, but little is known about the transnational literacies of Burmese refugee children and parents. Drawing upon literacy as a social practice and transnationalism, this study investigated the transnational literacies of two Burmese refugee mothers and their children. The data sources included field notes, interviews, artifacts, and conversations with the participants. The findings present that participants engaged in transnational literacies for four major purposes: to maintain relationships across borders, to sustain religious beliefs, to mobilize resources in multiple contexts, and to learn about the target language. The findings suggest that educators should value the transnational literacies of refugee families in order to foster learning in diverse classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01