“We are Indonesians”: translanguaging and identity construction of Indonesian transnational families in the midwestern U.S. in their home literacy practices

Putri, Noerhayati Ika

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https://hdl.handle.net/2142/120416 Copy

Description

Title

“We are Indonesians”: translanguaging and identity construction of Indonesian transnational families in the midwestern U.S. in their home literacy practices

Author(s)

Putri, Noerhayati Ika

Issue Date

2023-04-26

Director of Research (if dissertation) or Advisor (if thesis)

Dyson, Anne H

Doctoral Committee Chair(s)

Dyson, Anne H

Committee Member(s)

• Nuñez Cortez, Idalia
• Prior, Paul A
• Smith, Patrick H

Department of Study

Curriculum and Instruction

Discipline

Curriculum and Instruction

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• translanguaging
• transnational
• literacy practices

Abstract

This dissertation is about home literacy and translanguaging practices of four Indonesian transnational families that focuses on the use of named languages and non-linguistic resources, also school-based and non-school based practices like cultural and religious activities that happened around texts at home. The study aims to bring some examples of different home literacy practices that took place within Indonesian transnational children and their families that influenced the way they communicate and interact to each other and the construction of their multiple identities. Translanguaging, which incorporates the interrelationships between multiple modes of communication (i.e. semiotic signs like images and symbols) is used as a lens (García & Wei, 2014; Vogel, Ascenzi-Moreno & García, 2018, Wei, 2018). The sociocultural perspective on literacy as a social practice, which focuses on literacy practices and literacy events, is also used as the guidelines (Barton & Hamilton, 2012; Dyson & Genishi, 2005). In addition, practice theory and intersectionality were used in looking at the connection between systemic power and agency, also the interrelations of social categories like ethnicity, religion and language since identities are also constructed through intersections of these multiple dimensions (Crenshaw, 1991). This is an ethnographic case study of four Indonesian transnational families who resided in the U.S. as non-immigrants (sojourners) and permanent residents (immigrants). The data were collected for 11 months in 2019-2020. The data sources were home observation field notes, semi-structured informal interviews from parents, as well as artifacts and literacy activities-related documents such as books, posters and digital texts and images. This study shows that Indonesian families’ home literacy practices, such as Quran [Arabic: holy book of Islam] recitation and Bible readings, books reading, homework and playtime activities have been used to maintain and develop their children’s language and literacy skills and construct their Indonesian transnational identities. Through these enacted practices within literacy events, I could also see the families’ strategic and dynamic use of communication, which involves not only named languages, but also non-linguistic resources drawn from their repertoires. However, these different practices (as compared to the dominant school literacy practices) were often not recognized as beneficial for the children’s multilingual and multiliteracy competences and academic success. As a result, the children may have felt restricted in cultivating their cultural and religious identities and this could affect their confidence in learning as well. This dissertation could hopefully add information on how aspects of ethnicity, language and religion are interconnected into the families’ daily lives. I also hope that the study will add insights about minoritized population families in the U.S., particularly Indonesian transnational families, and how maintaining their multilingual and multiliteracies at home would help them challenge the dominant literacy practices and resist the imposed language ideology that they encountered outside their homes.

Graduation Semester

2023-05

Type of Resource

Thesis

Handle URL

https://hdl.handle.net/2142/120416

Copyright and License Information

Copyright 2023 Noerhayati Putri

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