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This qualitative case study focuses on two Asian transmigrant siblings who are teachers that lived in seven different countries and grew up navigating a multitude of geographic and cultural borders. Informed by the concept of transnational funds of knowledge, we examine the knowledge and lived experiences they built through the Asian diaspora and how they mobilize and leverage such resources to teach in K-12 and HL schools. Findings highlight the unique transnational funds of knowledge they carved out through mobility and uprootedness, the ways heritage language learning helped them to navigate racial discrimination and affirm their identity, and the commitment as well as the challenges they encountered in leveraging lived experience in their teaching. The study contributes to advancing dialogs around the Asian diaspora and mobility, and it suggests the importance of recognizing transmigrant teachers' transnational funds of knowledge and their potential to transform today's racist and assimilationist educational landscape. [ABSTRACT FROM AUTHOR]

Drawing on the concepts of translanguaging and transnational funds of knowledge, this qualitative study explored the multilingual and mobile life and pedagogical approaches of Ms. Tao, an Asian migrant teacher working in a New York City public school. The findings reveal that Ms. Tao's vast linguistic, cultural, and migratory experiences have shaped her firm translanguaging stance and strong commitment to translanguaging pedagogy. She employs various bilingual and transnational resources to strategically and deliberately circumvent the school's strict monolingual policies and foster everyday translanguaging for bilingual students in her classroom. The findings of this study provide valuable implications for teacher preparation, bilingual education, and future research explorations of translanguaging pedagogies among migrant teachers. [ABSTRACT FROM AUTHOR]

The article uncovers transnational memories, lived experiences and teaching approaches of Korean migrant teachers in Michigan and New York through multimodal interview activities. The study explored the personal and migratory backgrounds, upbringing and school experiences, multifaceted belonging and positions of migrant teachers, and their motivation to become teachers, philosophy and practices. It evaluated the connection between migrant teachers' transnational lives and teaching.

This online ethnographic study illuminates how Korean immigrant mothers of children with disabilities use their capitals to communicate, build community, and share resources in an online space. Employing the construct of community cultural wealth (CCW), we analyzed posts and comments by the mothers in an online forum on a transnational website. Findings revealed that the mothers actively (1) leverage their linguistic capital for sharing information and experience; (2) support each other through building a social network; and (3) cultivate aspirational capital through sharing feelings and empathy. This study counters the deficit-oriented paradigm on immigrant mothers of children with disabilities and reframes mothers as advocates who build community to collaboratively navigate their parenting journeys. This study also calls attention to the transnational network of capitals that immigrant mothers collaboratively build and encourages researchers and professionals to inquire into ways to better support immigrant mothers and their children. [ABSTRACT FROM AUTHOR]

A transnational turn on language and literacy urges increased attention on the flexible languaging practices of immigrant children who cross the boundaries of languages, cultures, nations, and beyond. This study examines how immigrant children and parents from transnational immigrant families engaged in translanguaging in museums during their temporal visits to their parental homeland, South Korea. Audio recordings of parent-child interactions, fieldnotes from six different museums, and artifacts and documents relevant to the visits were collected as part of a larger multi-sited ethnographic study. The findings illuminate the Korean immigrant parents' extensive knowledge of their history and culture, as well as their unique ways of engaging their children in meaning-making processes utilizing their multilingual repertoires and multimodal tools. The study also highlights the children's active agency in learning about their heritage by making full use of their communicative repertoires in a strategic manner. Through the concerted efforts of parent-child translanguaging, the children were able to engage in transformative learning opportunities that bridged multiple generations and extended transnational connections. Results from the study show the importance of creating a space that allows immigrant children to engage in translanguaging practices that are transnational knowledge-rich and multimodal tool-supported. [ABSTRACT FROM AUTHOR]

Siblings play crucial roles in each other's cognitive and language development because they observe, imitate, and receive guidance and support from each other during their interactions. In this research, we examined trilingual siblings (ages 6 and 9) from an immigrant family with a rarely explored cultural background (American-born children of Korean Chinese parents) and their multilingual interactions with a researcher. Employing cultural historical activity theory (CHAT) and Vygotsky's notion of mediation (Vygotsky, 1978), we particularly focused on the roles that the older multilingual sibling took on during interactions and what mediations of meaning-making took place that created learning opportunities. Our analysis was based on the interaction data between the siblings. Findings revealed that the older sibling played a unique role as a linguistic and cultural mediator, assisting meaning-maintaining processes in multilingual interactions by providing interlingual and intralingual interpretation and transferring linguistic and cultural knowledge. Given the current educational landscape that prioritizes learning English, and the complexities of maintaining three languages for trilingual children, this study adds to the literature highlighting the unique roles multilingual children can play in expanding others' languages, literacies, and cultures, as well as facilitating multilingual communicative events. [ABSTRACT FROM AUTHOR]

This paper explores how immersion and engagement with different cultures in the home environment impacts Korean children's intercultural learning. More specific attention is given to the experience of nine Korean children whose families have voluntarily served as homestay host families and hosted foreign guests for more than seven years. This qualitative inquiry is drawn from data including participant observations, semi-structured interviews with children and their parents, and the collection of artefacts and documents. Four themes were identified regarding the impact of homestay hosting experiences on the focal children: (1) experiencing intercultural encounters in the home environment; (2) building close, long-lasting intercultural relationships; (3) recognising preconceived prejudices and undoing cultural stereotypes; and (4) challenging a singular and oversimplified representation of cultures. Given the modern, global context in which children engage in frequent contacts with individuals from diverse linguistic and cultural backgrounds, the findings demonstrate the necessity of fostering intercultural learning among school-aged children and suggest homestay programmes are a potential means for developing students' intercultural learning in a local context. [ABSTRACT FROM AUTHOR]

Despite the increasing body of scholarship on multilingual children, little insight has been provided about what researchers need to consider when documenting and exploring young children's multilingual experiences. In this essay, I engage in a reflective account of designing and employing child-centered interview activities (i.e., drawing, mind mapping, and self-portraits) and discuss opportunities, dilemmas, and challenges I encountered during the process. More specifically, I emphasize three actions that researchers, in and outside of the education research community, need to take in order to make research with multilingual children more child-centered and linguistically responsive: (1) positioning children as multilingual and transnational experts; (2) building on children's multilingual repertoires; and (3) valuing multiple means of expression and centering children's agency. This article makes a meaningful contribution to the field of education by discussing ways to centralize young children's voices and experiences. [ABSTRACT FROM AUTHOR]

This multi-sited ethnographic case study documents a second-generation Korean immigrant child who engages in regular border-crossing experiences between the U.S. and South Korea, his father's country of origin. Pairing a transnationalism framework with the concept of funds of knowledge, this study examined how border-crossing experiences and transnational engagement shapes the focal immigrant child's funds of knowledge and what he does with his transnational funds of knowledge. With the illustrative examples gathered across cultural boundaries and geographic borders, I discuss how transnational mobility constructed and expanded the focal child's depth of historical knowledge and the ways he transmits and mobilizes his historical knowledge beyond local-global spaces through transcultural play. This article emphasizes the need to create an educational space that makes immigrant children's agency in learning and transnational resources more visible. Furthermore, it offers new guidelines for documenting the connectivity and flow of young immigrant children's knowledge and experiences in the context of transnational migration. [ABSTRACT FROM AUTHOR]

This article examines heritage language school textbooks issued by Chinese and Korean governments that are widely used for overseas heritage language learners at the preschool and elementary school levels. Using the lens of critical discourse analysis, this paper explores how cultural diversity is represented in the materials as well as the ideologies that underlie such representations. Findings reveal that the analysed textbooks embody a monolingual, monocultural, and static view of culture, language, and identity. We argue that heritage language textbooks should focus on promoting multiculturalism, dynamic forms of ethnic identification, and critical consciousness, so as to better support immigrant students as they navigate the ever-changing and increasingly heterogeneous world. This article reveals the need to develop heritage language textbooks that are relevant to the learners' dynamic and complex identities in a transnational and multicultural/multilingual context. [ABSTRACT FROM AUTHOR]

Drawing on the concept of transnational funds of knowledge, this article examines how a Cantonese-English emergent bilingual engaged in an after-school literacy program that centered on Latinx experiences and Spanish-language resources. Through analysis of classroom observations, informal conversations with the focal student (Erica) and her peers, and student-created artifacts, we argue that a linguistically responsive curriculum enabled Erica to surface transnational knowledges, expand available bilingual identities, and mobilize her multilingual awareness to teach others. Our findings have implications for honoring transnational histories and bilingualism within the constraints of English-medium instruction and beyond bounded notions of cultural relevance. [ABSTRACT FROM AUTHOR]

The study reported in this paper focuses on the narratives of six adult Third Culture Kids (TCKs) who lived in multiple countries during developmental years. It explores their childhood experiences with mobility and the impact that multiple shifts in location, culture, and language have had on their adult lives. The results indicate that they come to terms with their identities, which are closely connected to multiple cultures and countries. Participants reported a desire to maintain nomadic lives, which may have been impacted by the multilingual competence and nuanced cultural understanding they gained through mobile upbringings. They also commonly expressed a desire to build social relationships with other individuals with migrant backgrounds. The results demonstrate the necessity of supporting the growing community of TCKs in maximizing the potential benefits of cross-cultural experiences while helping them navigate the challenges of identity, transition, and relocation. [ABSTRACT FROM AUTHOR]