Home Linguistics & Semiotics Chapter 1. Introduction: Innovative paths in researching multilingual literacy development
Chapter
Licensed
Unlicensed Requires Authentication

Chapter 1. Introduction: Innovative paths in researching multilingual literacy development

Rethinking data, theory, and positionality
  • Amanda K. Kibler and Fares J. Karam
View more publications by John Benjamins Publishing Company
To Publisher Page
Innovative Qualitative Methodologies in Multilingual Literacy Development Research
This chapter is in the book Innovative Qualitative Methodologies in Multilingual Literacy Development Research

Abstract

In this introductory chapter to the volume, Innovative Qualitative Methodologies in Multilingual Literacy Development Research: Amplifying Voices from Immigrant, Transnational, and Refugee Communities, we situate the key aims of the collection in the context of conceptual innovations in multilingualism, literacy, and equity. To unlock the full potential of these recent developments, innovative rethinking of methodological approaches is needed to keep pushing the boundaries of our understanding of multilingual literacy development and to further our ethical commitments to humanizing research. We describe selected recent empirical studies in which qualitative literacy researchers have begun to “rethink” data, theory, and positionality in their work before presenting an overview of the contributions in this volume.

Abstract

In this introductory chapter to the volume, Innovative Qualitative Methodologies in Multilingual Literacy Development Research: Amplifying Voices from Immigrant, Transnational, and Refugee Communities, we situate the key aims of the collection in the context of conceptual innovations in multilingualism, literacy, and equity. To unlock the full potential of these recent developments, innovative rethinking of methodological approaches is needed to keep pushing the boundaries of our understanding of multilingual literacy development and to further our ethical commitments to humanizing research. We describe selected recent empirical studies in which qualitative literacy researchers have begun to “rethink” data, theory, and positionality in their work before presenting an overview of the contributions in this volume.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. List of contributors vii
  4. Chapter 1. Introduction: Innovative paths in researching multilingual literacy development 1
  5. Part 1. Challenges and affordances of qualitative methodological approaches
  6. Chapter 2. Rethinking qualitative meta-syntheses in literacy studies 24
  7. Chapter 3. An ethnetnography of (non)belonging 45
  8. Chapter 4. Communicating selves 67
  9. Chapter 5. Commentary: The instability of ‘data’ in a postdigital era 92
  10. Part 2. Challenges and affordances of qualitative methodological approaches
  11. Chapter 6. Korean American children’s voices in translanguaging Play-Based Family Literacy (PBFL) through the  suda  ( 수다 ) approach 102
  12. Chapter 7. Bridging language and STEM 125
  13. Chapter 8. Families’ literacies of (in)visibilty 149
  14. Chapter 9. Commentary: Advancing theory through multilingual literacy qualitative research 171
  15. Part 3. Interrogating research practices
  16. Chapter 10. Embodied reflexivity and researching the literacy practices of an adolescent multilingual refugee who is d/Deaf/Hard-of-Hearing 184
  17. Chapter 11. Exploring the ‘void’ of silent/ced knowledge and expertise of multilingual learners 206
  18. Chapter 12. Critical collaborative autoethnography 232
  19. Chapter 13. Commentary: Challenging extractive epistemologies through positionalities of relation and community accountability 253
  20. Chapter 14. Conclusion: Innovative research on multilingual literacy development 261
  21. Index 265
https://doi.org/10.1075/rmal.11.01kib

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. List of contributors vii
  4. Chapter 1. Introduction: Innovative paths in researching multilingual literacy development 1
  5. Part 1. Challenges and affordances of qualitative methodological approaches
  6. Chapter 2. Rethinking qualitative meta-syntheses in literacy studies 24
  7. Chapter 3. An ethnetnography of (non)belonging 45
  8. Chapter 4. Communicating selves 67
  9. Chapter 5. Commentary: The instability of ‘data’ in a postdigital era 92
  10. Part 2. Challenges and affordances of qualitative methodological approaches
  11. Chapter 6. Korean American children’s voices in translanguaging Play-Based Family Literacy (PBFL) through the  suda  ( 수다 ) approach 102
  12. Chapter 7. Bridging language and STEM 125
  13. Chapter 8. Families’ literacies of (in)visibilty 149
  14. Chapter 9. Commentary: Advancing theory through multilingual literacy qualitative research 171
  15. Part 3. Interrogating research practices
  16. Chapter 10. Embodied reflexivity and researching the literacy practices of an adolescent multilingual refugee who is d/Deaf/Hard-of-Hearing 184
  17. Chapter 11. Exploring the ‘void’ of silent/ced knowledge and expertise of multilingual learners 206
  18. Chapter 12. Critical collaborative autoethnography 232
  19. Chapter 13. Commentary: Challenging extractive epistemologies through positionalities of relation and community accountability 253
  20. Chapter 14. Conclusion: Innovative research on multilingual literacy development 261
  21. Index 265
Sign up now to receive a 20% welcome discount
Institutional Access
How does access work?
Have an idea on how to improve our website?
Please write us.
© 2026 De Gruyter Brill
Downloaded on 23.1.2026 from https://www.degruyterbrill.com/document/doi/10.1075/rmal.11.01kib/html
Scroll to top button