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Chapter 4. Communicating selves

Immigrant, emergent multilingual students’ voices and agency through their multimodal artworks
  • Hsiao-Chin Kuo and Sanela Sprecic
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Innovative Qualitative Methodologies in Multilingual Literacy Development Research
This chapter is in the book Innovative Qualitative Methodologies in Multilingual Literacy Development Research

Abstract

This chapter features integrating multimodal data sources (e.g., visual-arts and associated conversations) and critical multimodal analysis as an innovative methodological approach. Through multimodal literacies, we investigated how two immigrant, emergent multilingual students communicated their dialogical self with their multimodal artworks. This study is then used as a basis for the methodological discussion about multimodal data sources to give immigrant students agency to articulate their developing identities as a part of their complex, transnational lived experiences, which would have been missed by the researchers if only monomodal, verbal data sources were utilized. Implications are drawn around researchers’ professional learning of multimodal research design and future research directions to create more equitable engagement for emergent multilingual participants.

Abstract

This chapter features integrating multimodal data sources (e.g., visual-arts and associated conversations) and critical multimodal analysis as an innovative methodological approach. Through multimodal literacies, we investigated how two immigrant, emergent multilingual students communicated their dialogical self with their multimodal artworks. This study is then used as a basis for the methodological discussion about multimodal data sources to give immigrant students agency to articulate their developing identities as a part of their complex, transnational lived experiences, which would have been missed by the researchers if only monomodal, verbal data sources were utilized. Implications are drawn around researchers’ professional learning of multimodal research design and future research directions to create more equitable engagement for emergent multilingual participants.

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.11.04kuo

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
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