ABSTRACT

This study investigates how and to what extent critical literacy activities in an out-of-school context serves as a space for bilingual immigrant children in the United States to solve their conflicts and challenges in life. Using the contextual format of a multicultural book club and a critical dialogue, the qualitative case study discusses the children's experiences with critical literacy practices for 19 weeks. The data include field notes on book club meetings and critical dialogues, transcripts of book discussion, and written artefacts they produced in the book club. The data were analysed on a weekly/monthly basis with interpretative approaches. The findings showed that the focal student, a seven-year-old immigrant girl, consciously or subconsciously revealed her conflicts and struggles with the book club members by sharing her thoughts, ideas, and feelings about the multicultural books and her lived experiences. Notably, when the conflicts and struggles were shared in the book club, the book club members built a coalition and helped her to resolve them.

摘要

本研究调查了校外环境中的批判性扫盲活动如何以及在多大程度上为美国双语移民儿童解决生活中的冲突和挑战提供了空间。使用多元文化读书俱乐部和批判性对话的情境形式，定性案例研究讨论了孩子们在 19 周的批判性识字实践方面的经验。这些数据包括关于读书俱乐部会议和批判性对话的现场记录、读书讨论的记录以及他们在读书俱乐部制作的书面文物。使用解释性方法每周/每月对数据进行分析。调查结果显示，焦点学生，一个七岁的移民女孩，通过分享她的想法，有意或无意地揭示了她与读书俱乐部成员的冲突和挣扎，对多元文化书籍和她的生活经历的想法和感受。值得注意的是，当书友们分担矛盾和斗争时，书友们建立了一个联盟，帮助她解决这些问题。