ABSTRACT 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.

中文翻译：

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展示跨国和双语专业知识：在以拉丁裔体验为中心的课后计划中粤英双语学生的案例研究

摘要 本文借鉴跨国知识基金的概念，研究了一个粤英双语新生如何参与以拉丁裔经验和西班牙语资源为中心的课后扫盲计划。通过对课堂观察、与焦点学生 (Erica) 及其同龄人的非正式对话以及学生创造的人工制品的分析，我们认为语言响应课程使 Erica 能够展现跨国知识，扩展可用的双语身份，并调动她的多语言意识教别人。我们的研究结果对于在英语教学的限制下和超越文化相关性的有限概念来尊重跨国历史和双语具有意义。