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In the current globalized world, “immigrants make up the largest share of the population in over 150 years” in Canada (Statistics Canada, 2022). With the visible linguistic and cultural diversity in Canadian demographic context, what can be done to value, affirm, and celebrate diverse identities among culturally and linguistically diverse children. This chapter views language and literacies as multifaceted and multidimensional. There are multiple layers of language and literacies interactions in situated contexts involving different languages and literacy dimensions such as listening, speaking, reading, writing, viewing and representing. Situated in the concepts of multiculturalism and multilingualism (Blommaert, The sociolinguistics of globalization. Cambridge University Press, 2010; Zajda & Majhanovich, Globalization and multicultural education. Springer, 2024), this paper recognizes the significance and benefits of using multiple languages and cultures in individuals’ funds of knowledge (Moll, Literacy research in community and classrooms: A sociocultural approach. In Multidisciplinary perspectives on literacy research. National Conference on Research in English and National Council of Teachers of English, 1992) to express their views and communicate with others using multiple modes (Kress, What is mode? In The Routledge handbook of multimodal analysis. Routledge, 2017). Taking a case study approach (Yin, Case study research and applications: Design and methods (6th ed.). Sage, 2017), this paper examines how Chinese Canadian learners view and enact their multicultural and multilingual backgrounds to create visual identity texts (Cummins & Early, Identity texts: The collaborative creation of power in multilingual schools. Trentham Books, 2011). Data collection includes research journals, informal conversations with participating learners, and artefacts. Data analysis is done through thematic analysis to find key themes (Bryman, Social research methods (5th ed.). Oxford University Press, 2016). Findings reveal that languages and cultures offer both affordances and potential challenges for minority students to construct their learner identities. Multimodal identity texts offer opportunities for minority students to express their fluid and dynamic identities. Recommendations are provided to highlight ways for parents to affirm their children’s hybrid identities.

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A Case Study of Culturally Linguistically Diverse Learners’ Views toward Language, Culture, and Identity in Canada

  • 章节

  • 发表日期：

    2026年

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  • Xiaoxiao Du

摘要

In the current globalized world, “immigrants make up the largest share of the population in over 150 years” in Canada (Statistics Canada, 2022). With the visible linguistic and cultural diversity in Canadian demographic context, what can be done to value, affirm, and celebrate diverse identities among culturally and linguistically diverse children. This chapter views language and literacies as multifaceted and multidimensional. There are multiple layers of language and literacies interactions in situated contexts involving different languages and literacy dimensions such as listening, speaking, reading, writing, viewing and representing. Situated in the concepts of multiculturalism and multilingualism (Blommaert, The sociolinguistics of globalization. Cambridge University Press, 2010; Zajda & Majhanovich, Globalization and multicultural education. Springer, 2024), this paper recognizes the significance and benefits of using multiple languages and cultures in individuals’ funds of knowledge (Moll, Literacy research in community and classrooms: A sociocultural approach. In Multidisciplinary perspectives on literacy research. National Conference on Research in English and National Council of Teachers of English, 1992) to express their views and communicate with others using multiple modes (Kress, What is mode? In The Routledge handbook of multimodal analysis. Routledge, 2017). Taking a case study approach (Yin, Case study research and applications: Design and methods (6th ed.). Sage, 2017), this paper examines how Chinese Canadian learners view and enact their multicultural and multilingual backgrounds to create visual identity texts (Cummins & Early, Identity texts: The collaborative creation of power in multilingual schools. Trentham Books, 2011). Data collection includes research journals, informal conversations with participating learners, and artefacts. Data analysis is done through thematic analysis to find key themes (Bryman, Social research methods (5th ed.). Oxford University Press, 2016). Findings reveal that languages and cultures offer both affordances and potential challenges for minority students to construct their learner identities. Multimodal identity texts offer opportunities for minority students to express their fluid and dynamic identities. Recommendations are provided to highlight ways for parents to affirm their children’s hybrid identities.