Abstract Summary
Grounded in poststructuralist theory of language and identity, this paper explores language and literacy perceptions, ideologies, and practices of refugee-background Bhutanese and Karen families before- and after-resettlement.
Abstract :
Language and literacy ideologies and practices in recently arrived refugee-background families have been largely neglected in the research literature, particularly those from Asia. This paper presents findings from an ethnographic project on home language and literacy in refugee-background Bhutanese and Karen families in a Northeastern U.S. city. Grounded in poststructuralist theory of language and identity, this paper explores language and literacy perceptions, ideologies, and practices of Bhutanese and Karen families before- and after-resettlement. Data were collected from ethnographic interviews, observations, fieldnotes, and artifacts. The findings indicate the nuanced, contested, power-related, and socio-culturally embedded nature of language and literacy practices in refugee-background homes. These findings provide implications for school and community in creating an inclusive, inviting, and literacy-based environment.
