Includes bibliographical references (pages 127-133) and index.
Contents:
Transcending linguistic, cultural, and geographic boundaries -- Immigrant children as multilingual and transnational experts -- Following immigrant children and families across borders -- Building, expanding, and mobilizing knowledge across time and space -- Circulating care through languages and literacies -- Honoring transnational identities through reading, writing, and sharing stories -- Teaching, preparing teachers, and researching in transnational contexts.
Summary:
"This book provides targeted suggestions that educators can use to ensure successful teaching and learning with today's growing population of transnational, multilingual students. The text offers insights based on the author's observations, interactions, and interviews with second-generation immigrant children, their families, and their teachers in the United States and South Korea. These collected stories give educators a better understanding of how elementary school children engage in language, literacy, and learning in and across spaces and countries; the forms of unique linguistic and cultural knowledge immigrant children build, expand, and mobilize as they move across contexts; the ways in which immigrant children position themselves and represent their identities; and how educators and researchers can honor these children's identities and unique talents. Featuring children's narratives, drawings, writings, maps, and photographs, this resource is a must-read for educators and researchers seeking to create more inclusive learning spaces and literacy practices." -- Provided by publisher.
This resource is supported by the Institute of Museum and Library Services under the provisions of the Library Services and Technology Act as administered by State Library of Iowa.