What’s in a Name? A Critical Literacy and Functional Linguistic Analysis of Immigrant Acculturation in Contemporary Picture Books

Sembiante, Sabrina F.; Baxley, Traci P.; Cavallaro, Christina J.

doi:10.1080/15595692.2017.1350640

Cited by 8 publications

(6 citation statements)

References 23 publications

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“…In these works of fiction most teachers are depicted as abdicating their responsibility to mitigate the feelings of fear that children experience when faced with the possibility of losing their name and perhaps their identity. (Keller and Franzak 2016, 185) A similar point was made by Sembiante, Baxley, and Cavallaro (2018) in their study of how immigrant children's names were used to characterise acculturation experiences in picture books. They argued that, '[m]any teachers are reluctant to engage in potentially controversial dialogue or use social issues literature in the classroom, thereby practicing censorship to "protect" children from realities that exist around them on a daily basis' (Sembiante, Baxley, and Cavallaro 2018, 39).…”

Section: They Found Thatmentioning

confidence: 69%

Agency and power in classroom names and naming practices

Tualaulelei

2020

Ethnography and Education

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Names are used every day in classrooms across the world as an important marker of personal and social identity but educators will, from time to time, encounter names that are unfamiliar or perceived as difficult to pronounce.The present study explores teachers' and students' language dispositions towards names and how naming practices impact learners and the social space of the classroom. It presents a collection of vignettes collected in an Australian primary school through critical ethnography. The vignettes illustrate the significance of naming for teacher and learner identities. Using analytical insights from Pierre Bourdieu and Jim Cummins, the discussion identifies naming as a pedagogical practice for empowering learners and it challenges the currently held notion of teachers as non-agential in naming practices. The study urges teachers to learn how to properly pronounce their students' real names and it offers recommendations for future research on naming practices and learner identities.

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Section: They Found Thatmentioning

confidence: 69%

Agency and power in classroom names and naming practices

Tualaulelei

2020

Ethnography and Education

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“…In selecting the picturebooks for our analysis, we narrowed our search to picturebooks published between 2000 and 2020 with plotlines explicitly centered on a child protagonist's linguistically and culturally diverse name. After beginning with the books identified in Franzak & Keller (2016) and Sembiante et al (2018), we employed a targeted sampling technique in which we looked at the related and recommended items from Amazon, our local library catalogue, and YouTube read-aloud videos. We also consulted the Children's Literature Comprehensive Database (CLCD Enterprise V6.0) with the search phrase "names OR my name is".…”

Section: Text Selectionmentioning

confidence: 99%

“…1. negotiating the pressure to assimilate 2. teacher characters and the abdication of responsibility 3. negotiating the fear of identity loss In a second article, Sembiante et al (2018) analyzed five picturebooks centering on immigrant childhoodsalso framing their findings around three themes:…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

“…In the present study, we take a different approach from both Franzak & Keller (2016) and Sembiante et al (2018) to consider twelve picturebooks that were published between 2000 and 2020 which focus on child protagonists with linguistically and culturally diverse names. Rather than simply identifying common themes, we take a socio-onomastic approach (Ainiala & Östman 2017) to examine the social context of name negotiation within the books' narrative arcs, focusing on the interactions between name-givers, name-carriers, and nameusers.…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

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"My Name Is..."

Thomas

Samjose

2022

names

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A child’s personal name is an integral part of their identity. Names and name negotiation in children’s picturebooks can explore this connection by narrativizing the impact of positive and negative experiences involving name-carriers, name-givers, and name-users. In this study, we began with a framework combining a socio-onomastic perspective with the children’s literature metaphor of “mirrors and windows” (Bishop 1990) and the educational research concept of “damage and desire” narratives (Tuck 2009). Our content analysis of twelve picturebooks featuring characters with culturally and linguistically diverse names led to a coding scheme of six common episodes of name negotiation in the picturebooks’ narrative arcs: (1) inflicted damage; (2) internalized damage; (3) supplying desire; (4) internalized desire; (5) asserting the desire; and (6) joining the desire. Our findings highlight how episodes of damage focus on the pain, sadness, and struggle name-carriers undergo, while episodes of desire center the support of parents and teachers as well as detailed cultural and familial information about names. We conclude that while both “damage and desire” episodes contribute to the narratives, too heavy a focus on damage could lead to the perpetuation of a “single story” (Adichie 2009) that normalizes pain and struggle as an inevitable experience for children with linguistically and culturally diverse names.

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“…The differences of previous research are on the research scope and data source used. Sembiante, Baxley, and Cavallaro (2018) have used illustrated children's storybook with a specific theme, namely issues discussed in children's storybook from the diaspora (a work by an immigrant writer in a place). That research also applies the theory about critical literacy.…”

Section: Introductionmentioning

confidence: 99%

Interplay of Meaning between Verbal and Visual Texts in a Japanese Children’s Book

Puspitasari

2021

Lingua Cultura

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This research aimed to interpret the meaning of aspects in the verbal and visual texts to identify whether these two texts created interplay. It was intended to understand the meaning conveyed by the writer and illustrator in a Japanese children’s book entitled ‘Kuroino’ (Little Shadow). This research used the approaches for verbal text analysis by Halliday about Systemic Functional Linguistics (SFL) and visual text analysis by Kress and van Leeuwen about Visual Grammar (VG). The research method was descriptive qualitative by explaining two data types: clauses in the Japanese language and images in the storybook. The data analysis of every aspect in the three metafunctions of language and the three metafunctions of images show the meaning that completes each other. In the analysis of ideational meaning, interpersonal meaning, and textual meaning, the writer narrates the friendship and adventure of ‘Kuroino’ (the Black) and Watashi (I). Meanwhile, in the analysis of representational meaning, interactive meaning, and compositional meaning, the illustrator describes two characters in a book entitled ‘Kuroino’ as the focuses in some pictures. Besides, the illustrator describes the background in detail as if he invites the reader to participate in the adventure of these two characters. Although verbal and visual texts describe a story from two different perspectives, in ‘Kuroino’, these texts collaborate to create a message in the story with synergy and meaning to be easily understood by the readers by maintaining the entertainment aspect in a story narrated.

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What’s in a Name? A Critical Literacy and Functional Linguistic Analysis of Immigrant Acculturation in Contemporary Picture Books

Cited by 8 publications

References 23 publications

Agency and power in classroom names and naming practices

Agency and power in classroom names and naming practices

"My Name Is..."

Interplay of Meaning between Verbal and Visual Texts in a Japanese Children’s Book

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