Television, Language, and Literacy Practices in Sudanese Refugee Families: "I learned how to spell English on Channel 18"

Resource type
Journal Article
Authors/contributors
Title
Television, Language, and Literacy Practices in Sudanese Refugee Families: "I learned how to spell English on Channel 18"
Abstract
This ethnographic study explored the ways in which media, particularly television, connected with English language and literacy practices among Sudanese refugees in Michigan. Three families with young children participated in this study. Data collection included participant observation, interviews, and collection of artifacts over 18 months, with a focus on television events as the units of analysis. Data analysis focused on television practices connected with literacy practices for adults and children. Results indicated that television offered important cultural connections with participants' beliefs, values, and attitudes regarding their Sudanese heritage, the new U.S. context, and religious practices. Both adults and children believed television was an important resource for learning and recognized potential problems with too much viewing. Most significantly, analysis suggested important connections between television practices and the development of both English language abilities for all family members and the development of real-world literacy practices, especially for the children.
Publication
Research in the Teaching of English
Volume
45
Issue
3
Pages
278-307
Date
2011
ISSN
0034-527X
Short Title
Television, Language, and Literacy Practices in Sudanese Refugee Families
Accessed
2020-06-01T17:50:16Z
Archive
JSTOR
Library Catalog
JSTOR
Extra
Publisher: National Council of Teachers of English
Citation
Perry, K. H., & Moses, A. M. (2011). Television, Language, and Literacy Practices in Sudanese Refugee Families: “I learned how to spell English on Channel 18.” Research in the Teaching of English, 45(3), 278–307. JSTOR. https://www.jstor.org/stable/40997767