Translingual Writing of a Multilingual Child In and Out of School

Résumé

La littératie scolaire en Amérique du Nord continue de se concentrer sur les langues dominantes de la société. Le programme d'alphabétisation – en particulier au cours des premières années d'études – a pour urgence que les enfants maîtrisent rapidement les compétences émergentes en littératie dans les langues officielles, ce qui justifie l'exclusion de l'alphabétisation dans d'autres langues minoritaires que les enfants multilingues apportent à l'école. Guidée par une approche translinguistique de l'alphabétisation, cette recherche motherscholar explore comment et pourquoi un enfant multilingue a utilisé ses ressources linguistiques coréennes dans des compositions translingues à travers les scripts, les genres, les modalités et les contextes pendant les années de maternelle et de première année. L'analyse qualitative des compositions de l'enfant rapportées de l'école et complétées à la maison a révélé qu'il consolidait les relations sociales avec les autres par l'écriture de lettres et affirmait des affiliations et des identités multiculturelles dans divers genres. Il l'a fait par une harmonisation naturelle avec les différences et une orchestration laborieuse des ressources. Son engagement minimal avec l'écriture translingue à l'école par rapport aux pratiques à la maison a des implications pour les enseignants en alphabétisation et les parents d'enfants multilingues.

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