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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.

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.

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.

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.

Employing a multisited ethnographic stance, this study examined second-generation Korean immigrant children who sustain linkages with their parental homelands to better understand how transnationalism shapes their language and literacy practices by documenting their experiences in and across multiple spaces in North Carolina, the United States, and Seoul, South Korea. Findings suggest that the circulation of care, or the multidirectional and reciprocal exchange of support and care, functioned at the center of the children's multilingual and transnational lives. The children actively engaged in language and literacy interactions through which they forged and extended meaningful ties with their parental homelands and strengthened intergenerational relationships. This study challenges the binary and fixed notions of home/host countries and highlights the need for longitudinal, multisited research on immigrant children's transnational journeys with careful attention to the mobility of their language and literacy across generations and countries.