1887
  1. Home
  2. e-Journals
  3. Journal of Asian Pacific Communication
  4. Volume 31, Issue 1
  5. Article
Volume 31, Issue 1
  • ISSN 0957-6851
  • E-ISSN: 1569-9838
USD
Buy:$35.00 + Taxes

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.

© John Benjamins Publishing Company
Loading

Article metrics loading...

/content/journals/10.1075/japc.00055.cun
2020-09-01
2025-04-29

  • From This Site

    /content/journals/10.1075/japc.00055.cun
    dcterms_title,dcterms_subject,pub_keyword
    -contentType:Journal -contentType:Contributor -contentType:Concept -contentType:Institution
    10
    5
Loading full text...

Full text loading...

References

  1. Alexander, R.J.
    (2006) Towards dialogic teaching: Rethinking classroom talk. Dialogos.
     [Google Scholar]
  2. Alexander, R. J.
    (2010) Speaking but not listening? Accountable talk in an unaccountable context. Literacy, 44(3), 103–111. doi:  10.1111/j.1741‑4369.2010.00562.x
     https://doi.org/10.1111/j.1741-4369.2010.00562.x [Google Scholar]
  3. Ajayi, L.
    (2012) Video “reading” and multimodality: A study of ESL/literacy pupils’ interpretation of Cinderella from their socio-historical perspective. The Urban Review, 44(1), 60–89. doi:  10.1007/s11256‑011‑0175‑0
     https://doi.org/10.1007/s11256-011-0175-0 [Google Scholar]
  4. Callow, J.
    (2014) The shape of text to come: How image and text work. Primary English Teaching Association Australia.
     [Google Scholar]
  5. Creswell, J. W.
    (2013) Qualitative inquiry and research design: Choosing among five traditions. (3rd Ed.). SAGE publications.
     [Google Scholar]
  6. Cun, A.
    (2020) Concerns and expectations: Burmese refugee parents’ perspectives on their children’s learning in American schools. Early Childhood Education Journal, 48, 263–272. doi:  10.1007/s10643‑019‑00983‑z
     https://doi.org/10.1007/s10643-019-00983-z [Google Scholar]
  7. Daniel, S. M.
    (2019) Writing our identities for successful endeavors: Resettled refugee youth look to the future. Journal of Research in Childhood Education, 33(1), 71–83. doi:  10.1080/02568543.2018.1531448
     https://doi.org/10.1080/02568543.2018.1531448 [Google Scholar]
  8. Dettlaff, A., & Fong, R.
    (Eds.) (2016) Immigrant and refugee children and families: Culturally responsive practice. Columbia University Press. 10.7312/dett17284
     https://doi.org/10.7312/dett17284 [Google Scholar]
  9. Durgunoglu, A. Y., & Hughes, T.
    (2010) How prepared are the U. S. preservice teachers to teach English language learners?International Journal of Teaching and Learning in Higher Education, 22(1), 32–41.
     [Google Scholar]
  10. Facella, M. A., Rampino, K. M., & Shea, E. K.
    (2005) Effective teaching strategies for English language learners. Bilingual Research Journal, 29(1), 209–221. doi:  10.1080/15235882.2005.10162832
     https://doi.org/10.1080/15235882.2005.10162832 [Google Scholar]
  11. Fruja Amthor, R.
    (2017) “If only I did not have that label attached to me”: Foregrounding self-positioning and intersectionality in the experiences of immigrant and refugee youth. Multicultural Perspectives, 19(4), 193–206. doi:  10.1080/15210960.2017.1366862
     https://doi.org/10.1080/15210960.2017.1366862 [Google Scholar]
  12. Gilhooly, D., & Lee, E.
    (2014) The role of digital literacy practices on refugee resettlement. Journal of Adolescent & Adult Literacy, 57(5), 387–396. doi:  10.1002/jaal.254
     https://doi.org/10.1002/jaal.254 [Google Scholar]
  13. Ghiso, M. P., & Low, D. E.
    (2013) Students using multimodal literacies to surface micronarratives of United States immigration. Literacy, 47(1), 26–34. doi:  10.1111/j.1741‑4369.2012.00678.x
     https://doi.org/10.1111/j.1741-4369.2012.00678.x [Google Scholar]
  14. Glesne, C.
    (2011) Becoming qualitative researchers (4th edition). Longman.
     [Google Scholar]
  15. Hall, M. A.
    (1970) Teaching reading as a language experience. Charles Merrill.
     [Google Scholar]
  16. Halliday, M. A. K.
    (1978) Language as social semiotic. Edward Arnold.
     [Google Scholar]
  17. Hernandez, D. J., & Charney, E.
    (1998) From generation to generation: The health and well-being of children in immigrant families. National Academies Press.
     [Google Scholar]
  18. Honeyford, M. A.
    (2014) From aquí and allá: Symbolic convergence in the multimodal literacy practices of adolescent immigrant students. Journal of Literacy Research, 46(2), 194–233. doi:  10.1177/1086296X14534180
     https://doi.org/10.1177/1086296X14534180 [Google Scholar]
  19. Isik-Ercan, Z.
    (2012) In pursuit of a new perspective in the education of children of the refugees: Advocacy for the “family.” Educational Sciences: Theory and Practice, 12(4), 3025–3038.
     [Google Scholar]
  20. Karabenick, S. A., & Noda, P. A.
    (2004) Professional development implications of teachers’ beliefs and attitudes toward English Language Learners. Bilingual Research Journal, 28(1), 55–75. doi:  10.1080/15235882.2004.10162612
     https://doi.org/10.1080/15235882.2004.10162612 [Google Scholar]
  21. Karam, F. J.
    (2018) Language and identity construction: The case of a refugee digital bricoleur. Journal of Adolescent & Adult Literacy, 61(5), 511–521. doi:  10.1002/jaal.719
     https://doi.org/10.1002/jaal.719 [Google Scholar]
  22. Kennedy, L. M., Oviatt, R. L., & De Costa, P. I.
    (2019) Refugee Youth’s Identity Expressions and Multimodal Literacy Practices in a Third Space. Journal of Research in Childhood Education, 33(1), 56–70. doi:  10.1080/02568543.2018.1531446
     https://doi.org/10.1080/02568543.2018.1531446 [Google Scholar]
  23. Krashen, S. D., & Terrell, T. D.
    (1983) The natural approach. Alemany Press.
     [Google Scholar]
  24. Kress, G.
    (2010) Multimodality: A social semiotic approach to contemporary communication. Routledge.
     [Google Scholar]
  25. Kress, G. & van Leeuwen, T.V.
    (1996) Reading images: The grammar of visual design.
     [Google Scholar]
  26. Kress, G., & Van Leeuwen, T. V.
    (2001) Multimodal discourse: The modes and media of contemporary communication. Oxford University Press.
     [Google Scholar]
  27. Jewitt, C. & Kress, G.
    (2003) Multimodal literacy. Peter Lang.
     [Google Scholar]
  28. Johnson, L., & Kendrick, M.
    (2017) “Impossible is nothing”: Expressing difficult knowledge through digital storytelling. Journal of Adolescent & Adult Literacy, 60(6), 667–675. doi:  10.1002/jaal.624
     https://doi.org/10.1002/jaal.624 [Google Scholar]
  29. Martinec, R. & Salway, A.
    (2005) A system for image-text relations in new (and old) media. Visual Communication, 4, 337–371. doi:  10.1177/1470357205055928
     https://doi.org/10.1177/1470357205055928 [Google Scholar]
  30. McCall, A. L., & Vang, B.
    (2012) Preparing preservice teachers to meet the needs of Hmong refugee students. Multicultural Perspectives, 14(1), 32–37. doi:  10.1080/15210960.2012.646847
     https://doi.org/10.1080/15210960.2012.646847 [Google Scholar]
  31. Miller, S. M., & Borowicz, S.
    (2006) Why multimodal literacies? Designing digital bridges to 21st century teaching and learning. GSE.
     [Google Scholar]
  32. Meriam, S. B.
    (1998) Qualitative research and case study applications. Jossey.
     [Google Scholar]
  33. Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N.
    (1992) Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into practice, 31(2), 132–141. doi:  10.1080/00405849209543534
     https://doi.org/10.1080/00405849209543534 [Google Scholar]
  34. Moore-Russo, D., & Shanahan, L. E.
    (2014) A Broader Vision of Literacy: Including the Visual with the Linguistic. Journal of Adolescent & Adult Literacy, 57(7), 527–532. doi:  10.1002/jaal.282
     https://doi.org/10.1002/jaal.282 [Google Scholar]
  35. Nelson, M. E., Hull, G. A., & Roche-Smith, J.
    (2008) Challenges of multimedia self-presentation: Taking, and mistaking, the show on the road. Written Communication, 25(4), 415–440. doi:  10.1177/0741088308322552
     https://doi.org/10.1177/0741088308322552 [Google Scholar]
  36. Mossaad, N.
    (2014) Refugees and asylees: 2014 (Annual Flow Report). Office of Immigration Statistics.
     [Google Scholar]
  37. Nessel, D. D., & Dixon, C. N.
    (Eds.) (2008) Using the language experience approach with English language learners: Strategies for engaging students and developing literacy. Corwin Press.
     [Google Scholar]
  38. Norris, D.
    (2004) Analyzing multimodal interactions: a methodological framework. Routledge. 10.4324/9780203379493
     https://doi.org/10.4324/9780203379493 [Google Scholar]
  39. Nystrand, M., Wu, L. L., Gamoran, A., Zeiser, S., & Long, D. A.
    (2003) Questions in time: Investigating the structure and dynamics of unfolding classroom discourse. Discourse processes, 35(2), 135–198. doi:  10.1207/S15326950DP3502_3
     https://doi.org/10.1207/S15326950DP3502_3 [Google Scholar]
  40. Perry, K. H.
    (2009) Genres, contexts, and literacy practices: Literacy brokering among Sudanese refugee families. Reading Research Quarterly, 44(3), 256–2. doi:  10.1598/RRQ.44.3.2
     https://doi.org/10.1598/RRQ.44.3.2 [Google Scholar]
  41. Rowsell, J., & Pahl, K.
    (2007) Sedimented identities in texts: Instances of practice. Reading Research Quarterly, 42(3), 388–404. doi:  10.1598/RRQ.42.3.3
     https://doi.org/10.1598/RRQ.42.3.3 [Google Scholar]
  42. Segal, U. A., & Mayadas, N. S.
    (2005) Assessment of issues facing immigrant and refugee families. Child welfare, 84(5), 563.
     [Google Scholar]
  43. Shanahan, L. E.
    (2013) Composing “kid-friendly” multimodal text: When conversations, instruction, and signs come together. Written Communication, 30(2), 194–227. doi:  10.1177/0741088313480328
     https://doi.org/10.1177/0741088313480328 [Google Scholar]
  44. Shanahan, L. E., & Flury-Kashmanian, C.
    (2014) Orchestrating semiotic resources in explicit strategy instruction. Pedagogies: An International Journal, 9(2), 99–115. doi:  10.1080/1554480X.2014.899484
     https://doi.org/10.1080/1554480X.2014.899484 [Google Scholar]
  45. Singh, S., Sylvia, M. R., & Ridzi, F.
    (2015) Exploring the literacy practices of refugee families enrolled in a book distribution program and an intergenerational family literacy program. Early Childhood Education Journal, 43(1), 37–45. doi:  10.1007/s10643‑013‑0627‑0
     https://doi.org/10.1007/s10643-013-0627-0 [Google Scholar]
  46. Spradley, J. P.
    (1980) Participant observation. Holt, Rinehart & Winston.
     [Google Scholar]
  47. Stille, S., & Prasad, G.
    (2015) Imaginings: Reflections on plurilingual students’ creative multimodal works. TESOL Quarterly, 49, 608–621. doi:  10.1002/tesq.240
     https://doi.org/10.1002/tesq.240 [Google Scholar]
  48. Strekalova-Hughes, E., & Wang, X. C.
    (2019) Perspectives of children from refugee backgrounds on their family storytelling as a culturally sustaining practice. Journal of Research in Childhood Education, 33(1), 6–21. doi:  10.1080/02568543.2018.1531452
     https://doi.org/10.1080/02568543.2018.1531452 [Google Scholar]
  49. Taylor, R.
    (2012) Messing about with metaphor: Multimodal aspects to children’s creative meaning making. Literacy, 46(3), 156–166. doi:  10.1111/j.1741‑4369.2012.00658.x
     https://doi.org/10.1111/j.1741-4369.2012.00658.x [Google Scholar]
  50. Van Leeuwen, T.
    (2005) Introducing Social Semiotics. Routledge.
     [Google Scholar]
  51. Wright, W.
    (2010) Foundations for Teaching English Language Leaners. Caslon Publishing.
     [Google Scholar]
/content/journals/10.1075/japc.00055.cun
Loading
Analyzing Burmese refugee children’s multimodal work
Journal of Asian Pacific Communication 31, 15 (2021); https://doi.org/10.1075/japc.00055.cun
/content/journals/10.1075/japc.00055.cun
/content/journals/10.1075/japc.00055.cun
Loading

Data & Media loading...

  • Article Type: Research Article
Keyword(s): Burmese refugees; family literacy; home and school; multimodality; parents and children

Most Cited

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error