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Abstract

Abstract

Researchers have investigated how family literacy practices can effectively support children’s literacy development in school. However, few studies have explored the lived experiences of Burmese refugee families in the United States. Utilizing a social semiotics multimodal perspective, this qualitative study examines how two Burmese refugee children made meaning by blending different modes. The data sources include video recordings, artifacts, and interviews. The findings illustrate three major themes that span time and space: , and The findings also show that the participants drew upon multimodal semiotic resources to create and share family storybooks. Implications include the importance of integrating multimodal perspectives into classroom learning and the possibilities of bridging home and school literacy.

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/content/journals/10.1075/japc.00055.cun
2020-09-01
2020-09-26
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