ERIC Number: EJ1201429
Record Type: Journal
Publication Date: 2019
Abstractor: As Provided
Refugee Youth's Identity Expressions and Multimodal Literacy Practices in a Third Space
Kennedy, Laura M.; Oviatt, Rae L.; De Costa, Peter I.
Journal of Research in Childhood Education, v33 n1 p56-70 2019
Recognizing the inherent value of refugee youth's diverse and powerful linguistic and cultural capital, this case study adds to the growing body of research regarding refugee youth's intersecting identities and multiliteracies by exploring (1) how youth who have settled in the American Midwest as refugees express their emerging notions of identity and culture and (2) in what ways refugee youth perceive a level of access and exhibit desire or reluctance for an American identity. This study focuses on the journal and poetry writing--created in a self-selected and self-segregated third space of a pull-out English-as-a-second language (ESL) classroom--of two 4th-grade Chin refugee girls from Burma. The girls' writings speak to their ideas and ideals of race, language, culture, and the construction of a bicultural Chin American identity, thereby illustrating youth's nuanced and varied identity expressions and experiences in an American Midwest elementary school.
Descriptors: Refugees, Identification (Psychology), Cultural Capital, Multiple Literacies, Cultural Influences, Journal Writing, Poetry, Grade 4, English (Second Language), Elementary School Students, Females, Foreign Countries, Code Switching (Language), Bilingualism, Monolingualism
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education
Authoring Institution: N/A
Identifiers - Location: Burma