Faculty Publications

A Parent’s Multimodal Support to Bilingual Child’s Reading: A Case Study of Korean Immigrant Family

Document Type

Article

Keywords

Bilingual, case study, family literacy, multimodal support, shared reading

Journal/Book/Conference Title

Journal of Language, Identity and Education

Abstract

Shared reading is a practice for promoting children’s literacy that parents may utilize at home. In particular, multimodal interactions between a parent and a child can play a role in fostering bilingual children’s reading experiences. This qualitative case study explores how a Korean bilingual mother multimodally supports her child’s shared reading practices. Data sources include an online survey, a monthly reading log, two home visit video observations, and a parent interview. Four multimodal cues are classified throughout the reading: pointing, hand gestures, nodding, and audio language. The three emerging themes of the parent’s nonverbal language in support of the child’s literacy practices include assisting in guessing vocabulary and meaning, drawing attention, and encouraging confidence. The implications of the study are discussed with regards to better promoting a home literacy environment, along with the open communication of relevant messages to parents and educators to offer more support for bilingual students.

Department

Department of Curriculum and Instruction

Original Publication Date

10-16-2024

DOI of published version

10.1080/15348458.2024.2409333

Link to Full Text

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