Transnational literacies: second language literacy development in immigrant families of non english-speaking background

Transnational literacies: second language literacy development in immigrant families of non english-speaking background

Ethnographic studies of literacy in homes have shown a wealth of cultural resources and funds of knowledge nurtured through family literacy practices (e.g., Moll et al, 1992; Pahl, 2004). This presentation reports on a small-scale study of the home literacy practices of three immigrant families from non English-speaking backgrounds (NESB families). The aim was to explore the literacy traditions, resources and practices that the families brought to Australia, how these might support second language literacy development and how they might promote integration into the broader Australian community. The research also explored the role of New Literacies (i.e. digital and online literacies; use of mobile phone technology and messaging) in NESB families' lives. Findings showed that while the three families had differing literacy backgrounds and practices, all families were avid users of digital and online technologies, which they used to maintain links with their homelands and to stay informed about events in Australia and the wider world. The data also provided some interesting insights into ways that critical and mundane events, both inside and outside the home, mediated family members' emerging identities as new Australians.

Moll, L., Amanti, C., Neff, D., & Gonzales, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132-141.

Pahl, K. (2004). Narratives, artifacts and cultural identities: An ethnographic study of communicative practices in homes. Linguistics and education 15, 339-358.

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