A Korean Sojourning Multilingual Child’s Diary as Translanguaging Spaces

Abstract

ABSTRACT This qualitative case study delves into the diary entries of Jun, a second-grade Korean-English sojourner in the United States, to understand how his translanguaging practices contribute to his transnational identity formation. Through visual discourse analysis of nearly 100 diary entries that blend Korean and English texts with drawings, the study tracks the evolution of Jun’s bilingual narrative and identity expression. Interviews with Jun and his mother provide deeper insights into his linguistic development and the role of family in shaping his biliteracy. The findings reveal Jun’s strategic use of translanguaging as more than mere translation; it is an active construction of meaning and identity, demonstrating creativity and critical engagement with his environment. Jun’s diary becomes a translanguaging space where he navigates between languages and cultural norms, reflecting his position as a sojourner preparing for eventual reintegration into his homeland. The study emphasizes the significance of supporting sojourning children’s complex literate practices within home literacy environments, suggesting that educational systems should recognize and cultivate these translanguaging spaces for the benefit of multilingual children’s identity development and academic growth.