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" Indonesian Education Migrant Families' Language, Literacy, and Identity Navigations in Transnational Spaces "
Silvhiany, Sary
Lewis Samuelson, Beth
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Latin Dissertation
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| Language of Document
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English
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| Record Number
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1051933
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| Doc. No
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TL51050
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| Main Entry
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Silvhiany, Sary
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| Title & Author
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Indonesian Education Migrant Families' Language, Literacy, and Identity Navigations in Transnational Spaces\ Silvhiany, SaryLewis Samuelson, Beth
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| College
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Indiana University
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| Date
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2019
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| Degree
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Ph.D.
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| student score
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2019
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| Note
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294 p.
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| Abstract
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This dissertation focuses on four Indonesian education migrant families’ navigations of language, literacy, and identity in transnational spaces. It argues for a more nuanced understanding of the experiences of international students pursuing their education in the USA with their accompanying family members. Drawing on conceptual framework of social capital (Bourdieu, 1986), translingual practices (Canagarajah, 2018), and the construct of investment and identity (Norton, 1995 & 2013), this study aims to explore the families border crossing experiences and adaptation to the new cultural space, their language learning and practices in multiple communities and their negotiation of identities in the context of education migration. Employing portraiture methodology (Lawrence-Lightfoot, 1983 & 2005; Lawrence-Lightfoot & Davis, 1997), which combines ethnographic and narrative approaches to research, this study explores the families’ transnational experiences and practices through an assemblage of data sources, such as semi-structured interviews, informal conversations, participant observations, and artifact collections. The data analysis demonstrates that the Indonesian families’ agentive process of mobilizing and leveraging social networks contributed to their positive migration experiences and transnational belonging. As the families shuttled across geographical and linguistic borders, they experienced conflicts, challenges, and disorientations. They resolved these issues by investing in language and cultural learning and using mobile semiotic resources. These practices influenced their identity construction, ideological reflection, and communicative practices. The families’ translingual practices reflect linguistic creativity and strategic uses of mobile semiotic repertoire to effectively engage with diverse communities in transnational spaces. Given its focus on the experiences of the least explored group of international students, this research provides insights for both the sending and the receiving institutions in improving supports for the international students with the accompanying families. In light of increased transnational mobility and the use of information communication technologies, this study sheds lights on transnational people’s online and offline translingual practices in the contexts of home, religious networks, ethnic community, and other transnational social spaces.
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| Descriptor
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English as a second language--ESL
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Higher education
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Multicultural education
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Lewis Samuelson, Beth
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Indiana University
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