Transnationalism and Literacy: Investigating the Mobility of People, Languages, Texts, and Practices in Contexts of Migration

Abstract

This review of research offers a synthesis and analysis of research studies that address issues of language and literacy practices and learning in transnational contexts of migration. We consider how theoretical concepts from transnational migration studies, including particular Boudieusian‐inspired concepts such as transnational social field, capital, and habitus, as well as sociolinguistic studies of language and transnational space, might inform and extend the field of literacy research. We mobilize these concepts in relation to each other as interpretive frames for discussing an emerging body of empirical studies that address various aspects of language and literacy practices as they are intertwined with issues of cross‐border relations and mobility. Studies reviewed examine practices in families and communities, practices among youth and within educational settings, and practices with transnational media (broadcast and digital communications). We argue that as a whole these studies show the important role of language and literacy practices in constructing and maintaining social relations across borders, and in how migrants navigate and position themselves in various social fields within and across national boundaries. We consider the intergenerational process in the family in mediating participation in these social practices, how language ideologies at multiple scale levels influence family and youth practices, and the variable ways in which institutional structures of schooling position the transnational affiliations and linguistic resources of migrant students.

Beyond the “English Learner” Frame: Transnational Funds of Knowledge in Social Studies

“…This study contributes to growing attention to transnational immigrant students, especially in relationship to citizenship education. Although previous work in literacy and composition studies addresses transnationalism and education (e.g., Campano & Ghiso, 2011;Lam & Warriner, 2012) we highlight the need for more of a transnational approach in social studies research-one that not only calls for increasing all students' knowledge of a globalizing world (e.g., Rubin & Giarelli, 2008), but also frames immigrant transnational youth's knowledge as vital. Doing so would not only enrich youth who would be positioned as those who know, but would also potentially provide a richer comparative base for all students to understand the United States.…”

“…Transnationalism is a phenomenon tied to globalization that is consequential for education, broadly defined (Lam & Warriner, 2012;Suárez-Orozco, 2001;Zúñiga & Hamann 2009). Transnational immigrant youth are "immersed in-or at least heavily influenced by-two different countries" (Sánchez & Machado-Casas, 2009, p. 5).…”

“…Transnational immigrant youth are "immersed in-or at least heavily influenced by-two different countries" (Sánchez & Machado-Casas, 2009, p. 5). Even if they physically remain in the host society, their socialization takes place within communities that maintain a dual frame of reference (Lam & Warriner, 2012;Suárez-Orozco & Suárez-Orozco, 2001). Transnational students' experiences necessarily impact their experiences in school as their existence is marked by the "bi-directional" flow of family members, information, ideas, capital, technology, and systems of power (Sánchez & Machado-Casas, 2009).…”

“…Transnationalism has been addressed extensively in the field of literacy and composition (e.g., Campano & Ghiso, 2011;Guerra, 1998;Lam & Warriner, 2012;Pandya, Pagdilao, Kim & Marquez, 2015). Transnationalism and globalization have entered into debates about citizenship education (Banks, 10 2004(Banks, 10 , 2008Castles, 2004;Knight Abowitz & Harnish, 2006), and a growing chorus of social studies scholars have focused on internationalization (e.g., Parker & Camicia, 2009;Rubin & Giarelli, 2008).…”

“…These homes and communities exist across borders and are transnational in nature (Cuero, 2010;Guerra, 1998;Lam & Warriner, 2012;Sánchez & Machado-Casas, 2009). As students cross borders, so too does their knowledge.…”