Chapter 6. Korean American children’s voices in translanguaging Play-Based Family Literacy (PBFL) through the suda ( 수다 ) approach
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Jinhee Kim
Abstract
In this chapter we propose suda ( 수다 ) [suda is a type of conversation similar to small talk, but it entails a significant length of time with several emergent stories in Korean culture] as a tool for rethinking theory and methodological innovation in qualitative research, emphasizing culturally responsive and sustaining perspectives through examining Korean American children’s translanguaging Play-Based Family Literacy (PBFL) at home during the COVID-19 pandemic. This chapter focuses on how our rethinking of suda to include the voices of multilingual children as well as researchers themselves can be an innovative qualitative research tool that facilitates the examination of PBFL practices, which encourage natural literacy practices within play contexts, diverging from traditional school-like literacy activities. Introducing how suda is utilized as data collection and analysis, this study also presents implications of rethinking suda for culturally responsive and sustaining research that can amplify the voices of multilingual children and researchers in the context of translanguaging PBFL practices. Our findings also highlight the importance of PBFL practices for early childhood development and literacy research.
Abstract
In this chapter we propose suda ( 수다 ) [suda is a type of conversation similar to small talk, but it entails a significant length of time with several emergent stories in Korean culture] as a tool for rethinking theory and methodological innovation in qualitative research, emphasizing culturally responsive and sustaining perspectives through examining Korean American children’s translanguaging Play-Based Family Literacy (PBFL) at home during the COVID-19 pandemic. This chapter focuses on how our rethinking of suda to include the voices of multilingual children as well as researchers themselves can be an innovative qualitative research tool that facilitates the examination of PBFL practices, which encourage natural literacy practices within play contexts, diverging from traditional school-like literacy activities. Introducing how suda is utilized as data collection and analysis, this study also presents implications of rethinking suda for culturally responsive and sustaining research that can amplify the voices of multilingual children and researchers in the context of translanguaging PBFL practices. Our findings also highlight the importance of PBFL practices for early childhood development and literacy research.
Chapters in this book
- Prelim pages i
- Table of contents v
- List of contributors vii
- Chapter 1. Introduction: Innovative paths in researching multilingual literacy development 1
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Part 1. Challenges and affordances of qualitative methodological approaches
- Chapter 2. Rethinking qualitative meta-syntheses in literacy studies 24
- Chapter 3. An ethnetnography of (non)belonging 45
- Chapter 4. Communicating selves 67
- Chapter 5. Commentary: The instability of ‘data’ in a postdigital era 92
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Part 2. Challenges and affordances of qualitative methodological approaches
- Chapter 6. Korean American children’s voices in translanguaging Play-Based Family Literacy (PBFL) through the suda ( 수다 ) approach 102
- Chapter 7. Bridging language and STEM 125
- Chapter 8. Families’ literacies of (in)visibilty 149
- Chapter 9. Commentary: Advancing theory through multilingual literacy qualitative research 171
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Part 3. Interrogating research practices
- Chapter 10. Embodied reflexivity and researching the literacy practices of an adolescent multilingual refugee who is d/Deaf/Hard-of-Hearing 184
- Chapter 11. Exploring the ‘void’ of silent/ced knowledge and expertise of multilingual learners 206
- Chapter 12. Critical collaborative autoethnography 232
- Chapter 13. Commentary: Challenging extractive epistemologies through positionalities of relation and community accountability 253
- Chapter 14. Conclusion: Innovative research on multilingual literacy development 261
- Index 265
Chapters in this book
- Prelim pages i
- Table of contents v
- List of contributors vii
- Chapter 1. Introduction: Innovative paths in researching multilingual literacy development 1
-
Part 1. Challenges and affordances of qualitative methodological approaches
- Chapter 2. Rethinking qualitative meta-syntheses in literacy studies 24
- Chapter 3. An ethnetnography of (non)belonging 45
- Chapter 4. Communicating selves 67
- Chapter 5. Commentary: The instability of ‘data’ in a postdigital era 92
-
Part 2. Challenges and affordances of qualitative methodological approaches
- Chapter 6. Korean American children’s voices in translanguaging Play-Based Family Literacy (PBFL) through the suda ( 수다 ) approach 102
- Chapter 7. Bridging language and STEM 125
- Chapter 8. Families’ literacies of (in)visibilty 149
- Chapter 9. Commentary: Advancing theory through multilingual literacy qualitative research 171
-
Part 3. Interrogating research practices
- Chapter 10. Embodied reflexivity and researching the literacy practices of an adolescent multilingual refugee who is d/Deaf/Hard-of-Hearing 184
- Chapter 11. Exploring the ‘void’ of silent/ced knowledge and expertise of multilingual learners 206
- Chapter 12. Critical collaborative autoethnography 232
- Chapter 13. Commentary: Challenging extractive epistemologies through positionalities of relation and community accountability 253
- Chapter 14. Conclusion: Innovative research on multilingual literacy development 261
- Index 265
