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

Authors

DOI:

https://doi.org/10.18251/ijme.v21i2.1800

Keywords:

Immigrants, Community Organizations, Urban Schools, Multilingual, Multicultural

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.

Author Biography

Crystal Chen Lee, North Carolina State University

Crystal Chen Lee is an assistant professor in Teacher Education and Learning Sciences at North Carolina State University, USA. Her work lies at the nexus of literacy, historically underserved populations, and community organizations. She received her Ed.D. from Columbia University.

Downloads

Published

2019-07-08

How to Cite

Lee, C. C. (2019). Invite Their Languages In: Community-Based Literacy Practices with Multilingual African Immigrant Girls in New York City. International Journal of Multicultural Education, 21(2), 1–22. https://doi.org/10.18251/ijme.v21i2.1800

Issue

Section

Articles (Peer-reviewed)