Cover not available
Part of
Innovative Qualitative Methodologies in Multilingual Literacy Development Research: Amplifying voices from immigrant, transnational, and refugee communities
Edited by Amanda K. Kibler and Fares J. Karam
[Research Methods in Applied Linguistics 11] 2025
► pp. 102–124

Chapter 6
Korean American children’s voices in translanguaging Play-Based Family Literacy (PBFL) through the suda (수다) approach

 | Kennesaw State University
 | California State University Los Angeles
 | University of Northern Iowa
In this chapter we propose suda (수다) [suda is a type of conversation similar to small talk, but it entails a significant length of time with several emergent stories in Korean culture] as a tool for rethinking theory and methodological innovation in qualitative research, emphasizing culturally responsive and sustaining perspectives through examining Korean American children’s translanguaging Play-Based Family Literacy (PBFL) at home during the COVID-19 pandemic. This chapter focuses on how our rethinking of suda to include the voices of multilingual children as well as researchers themselves can be an innovative qualitative research tool that facilitates the examination of PBFL practices, which encourage natural literacy practices within play contexts, diverging from traditional school-like literacy activities. Introducing how suda is utilized as data collection and analysis, this study also presents implications of rethinking suda for culturally responsive and sustaining research that can amplify the voices of multilingual children and researchers in the context of translanguaging PBFL practices. Our findings also highlight the importance of PBFL practices for early childhood development and literacy research.
Keywords: culturally responsive and sustaining methodology, Korean American children, multilingual literacy, play, Play-Based Family Literacy (PBFL), suda (수다) approach, translanguaging practices
Article outline
  • Introduction
  • Overview of the study
    • What is suda (수다)?
    • Who we are
    • Data collection and analysis
    • Key findings
  • Suda: Methodological discussion
    • Example 1: Rethinking theory to arrive at a collective analysis
    • Example 2: Suda approach for children’s play and literacy in an online book club
    • Example 3: Drawing and translanguaging literacy in family conversations
    • Example 4: Children’s playful translanguaging interactions in making a story
  • Implications for qualitative research on multilingual literacy development
  • Notes
  • References
This content is being prepared for publication; it may be subject to changes.
References (45)
References
Albritton, K., Stuckey, A., Klatka, K., & Cruz, K. (2024). Systematic review of culturally adapted SEL interventions for racially and ethnically minoritized preschool children. Journal of School Psychology, 106, 101344. DOI logoGoogle Scholar
Anderson, A., Anderson, J., & Teichert, L. (2013). Through a rear-view mirror: Families look back at a family literacy program. School Community Journal, 23(2), 33–54.Google Scholar
Anderson, J., Anderson, A., Friedrich, N., & Kim, J. E. (2010). Taking stock of family literacy: Some contemporary perspectives. Journal of Early Childhood Literacy, 10(1), 33–53. DOI logoGoogle Scholar
Applegate, K. (2017). Wishtree. Feiwel & Friends.Google Scholar
Bengochea, A., & Gort, M. (2022). Translanguaging for varying discourse functions in sociodramatic play: An exploratory multiple case study of young emergent bilinguals. International Journal of Bilingual Education and Bilingualism, 25(5), 1697–1712. DOI logoGoogle Scholar
Budiman, A., & Ruiz, N. (2021, April 29). Key facts about Asian Americans, a diverse and growing population. Pew Research Center. Retrieved on 15 November 2024 from [URL]Google Scholar
Christie, J. F. (Ed.). (1991). Play and early literacy development. State University of New York Press.Google Scholar
Christie, J. F., & Roskos, K. (2015). Play as a medium for literacy development. In D. P. Fromberg & D. Bergen (Eds.), Play from birth to twelve: Contexts, perspectives, and meanings (3rd ed., pp. 191–196). Routledge.Google Scholar
Clift, R. T., Brady, P., Mora, R., Choi, S., & Stegemoller, J. (2005). From self-study to collaborative self-study to collaborative self-study of collaboration: The evolution of a research team. In C. Kosnik, C. Beck, A. R. Freese, & A. P. Samaras (Eds.), Making a difference in teacher education through self-study: Studies of personal, professional and program renewal (pp. 85–100). Springer. DOI logoGoogle Scholar
Collaborative for Academic Social and Emotional Learning [CASEL] (n.d.). What is the CASEL framework? CASEL. Retrieved on 15 November 2024 from [URL]
Deleuze, G., & Guattari, F. (2004). A thousand plateaus: Capitalism and schizophrenia. Continuum.Google Scholar
Delgado Bernal, D., Flores, A. I., Gaxiola Serrano, T. J., & Morales, S. (2023). An introduction: Chicana/Latina feminista pláticas in educational research. International Journal of Qualitative Studies in Education, 36(9), 1627–1630. DOI logoGoogle Scholar
Dillard, C. B. (2002). Walking ourselves back home: The education of teachers with/in the world. Journal of Teacher Education, 53(5), 383–392. DOI logoGoogle Scholar
Fierros, C., & Delgado Bernal, D. (2016). Vamos a platicar: The contours of pláticas as methodology. Chicana/Latina Studies, 15(2), 98–121.Google Scholar
García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism, and education. Palgrave. DOI logoGoogle Scholar
Gonzalez, J. E., Liew, J., Aguilar, S. D., Sainz, A. D., Sanchez, R., & Bumgardner, R. (2023). Family literacy practices and the home learning environment of Asian and Latino Americans: Path to literacy and social-emotional learning. In J. E. Gonzalez, J. Liew, G. A. Curtis, & Y. Zou (Eds.), Family literacy practices in Asian and Latinx families: Educational and cultural considerations (pp. 94–126). Springer. DOI logoGoogle Scholar
Gough, P., & Tunmer, W. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10. DOI logoGoogle Scholar
Halmari, H., & W. Smith. (1994). Code-switching and register shift: Evidence from Finnish-English child bilingual conversation. Journal of Pragmatics, 21(4), 427–445. DOI logoGoogle Scholar
Han, M. (2021). History of play and literacy research: contribution of Dr. James F. Christie. In M. Han, & J. Johnson (Eds.), Play and literacy: Play & culture studies (pp. 3–14), Hamilton Books.Google Scholar
Han, S., Kim, J, Meacham, S., & Wee, S. (2023). Supporting Korean American children in early childhood education: Perspectives from mother-educators. Teachers College Press.Google Scholar
Hawkins, J. A. (2017). Feelings and emotion-based learning: A new theory. Springer. DOI logoGoogle Scholar
Hayashi, A., Liew, J., Aguilar, S. D., Nyanamba, J. M., & Zhao, Y. (2022). Embodied and social-emotional learning (SEL) in early childhood: Situating culturally relevant SEL in Asian, African, and North American contexts. Early Education and Development, 33(5), 746–763. DOI logoGoogle Scholar
Heath, S. B. (1983). Ways with words: Language, life and work in communities and classrooms. Cambridge University Press. DOI logoGoogle Scholar
Hirsh-Pasek, K., & Golinkoff, R. (2008). Why play = learning. In A. Petitclerc (Ed.), Encyclopedia on early childhood development. Retrieved on 15 November 2024 from [URL]Google Scholar
Hohenberger, A. (2011). The role of affect and emotion in language development. In D. Gökçay, & G. Yildirm (Eds.). Affective computing and interaction: Psychological, cognitive and neuroscientific perspectives (pp. 208–243). IGI Global. DOI logoGoogle Scholar
Jewitt, C., & Kress, G. (Eds.). (2003). Multimodal literacy. Peter Lang.Google Scholar
Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80(4), 437–447. DOI logoGoogle Scholar
Kang, H., & Pacheco, M. B. (2020). Translingual competence and study abroad: Shifts in sojourners’ approaches to second language learning. Language and Education, 34(5), 425–439. DOI logoGoogle Scholar
Kim, J., Han, S., Wee, S., & Meacham, S. (2024). Children’s names and naming practices: Wrestling with racism in Asian American families. Diaspora, Indigenous, and Minority Education. 18(3), 182–194. DOI logoGoogle Scholar
Kim, J., Wee, S., & Meacham, S. (2021). What is missing in our teacher education practices: A collaborative self-study of teacher educators with children during the COVID-19 pandemic. Studying Teacher Education, 17(1), 22–37. DOI logoGoogle Scholar
Meacham, S., Kim, J., Wee, S., Kim, K. (2022). ReZooming our academic home using the suda approach. Qualitative Inquiry, 28(6), 895–909. DOI logoGoogle Scholar
Meacham, S., Vukelich, C., Han, M., & Buell, M. (2013). Preschool teachers’ language use during dramatic play. European Early Childhood Education Research Journal, 22(5), 250–267. DOI logoGoogle Scholar
Miller, E., & Almon, J. (2009). Crisis in the kindergarten: Why children need to play in school. Alliance for Childhood.Google Scholar
Nicolopoulou, A. (2010). The alarming disappearance of play from early childhood education. Human Development, 53(1), 1–4. DOI logoGoogle Scholar
Oh, S. (2005). Yes, let’s Suda: Social psychological analysis of Suda [그래, 수다로 풀자]. Woongjin.Google Scholar
Panksepp, J. (2007). Can PLAY diminish ADHD and facilitate the construction of the social brain? Journal of the Canadian Academy of Child and Adolescent Psychiatry, 16(2), 57–66.Google Scholar
Pérez, M. S., & Saavedra, C. M. (2017). A call for onto-epistemological diversity in early childhood education and care: Centering global south conceptualizations of childhood/s. Review of Research in Education, 41(1), 1–29. DOI logoGoogle Scholar
Rhee, J. (2021). Decolonial feminist research: Haunting, rememory and mothers. Routledge.Google Scholar
Roskos, K. A., & Christie, J. F. (2000). Play and literacy in early childhood: Research from multiple perspectives. Lawrence Erlbaum Associates.Google Scholar
(2001). Examining the play — literacy interface: A critical review and future directions. Journal of Early Childhood Literacy, 1(1), 59–89. DOI logoGoogle Scholar
Song, K. (2016). “Okay, I will say in Korean and then in American”: Translanguaging practices in bilingual homes. Journal of Early Childhood Literacy, 16(1), 84–106. DOI logoGoogle Scholar
Taylor, D. (1983). Family Literacy: Young children learning to read and write. Heinemann.Google Scholar
Wee, S., Meacham, S., & Kim, J. (2023). Being (Asian) American children: Children’s exploration of racial/cultural identity and racism. Race Ethnicity and Education, 1–24. DOI logoGoogle Scholar
Xu, Y., & Hee, P. J. (2023). Early literacy development in Asian and indigenous children of Hawai’i: A theoretical framework on multiple aspects of home literacy environments. In J. E. Gonzalez, J. Liew, G. A. Curtis, & Y. Zou (Eds.), Family literacy practices in Asian and Latinx families: Educational and cultural considerations (pp. 282–333). Springer. DOI logoGoogle Scholar