Invite Their Languages In: Community-Based Literacy Practices with Multilingual African Immigrant Girls in New York City

Crystal Chen Lee

Abstract


This three-year qualitative case study examined how an African community-based organization, Sauti Yetu’s Girl’s Empowerment and Leadership Initiative (GELI), leads, bolsters, and transforms the literacy development of African immigrant girls who are identified as English Language Learners (ELLs) and Students with Interrupted Formal Education (SIFE) in New York City schools. In particular, the study addresses how community-based literacy practices mobilize multilingual African immigrant girls to strengthen their communities. The study drew upon critical perspectives of literacy and  community-based practices to examine the approaches GELI has implemented to address the academic and social needs of African immigrant girls in public schools.

Keywords


Immigrants, Community Organizations, Urban Schools, Multilingual, Multicultural

Full Text:

PDF


DOI: http://dx.doi.org/10.18251/ijme.v21i2.1800

Copyright (c) 2019 International Journal of Multicultural Education