ABSTRACT
This chapter examines second-generation Korean immigrant children’s transnational funds of knowledge and translanguaging practices in a community-based heritage language class in the Southeastern United States. Drawing on the construct of transnational funds of knowledge and viewing immigrant children’s heritage language (HL) practices through the concept of translanguaging, this ethnographic case study considers the intersections of transnational mobility and languaging practices, as well as immigrant experiences. This study illuminates the children’s active engagements in multi-local transnational networks and the ways they leverage their flexible multilingual practices and comparative perspectives in a Korean HL classroom. Specifically, we discuss three major themes: (1) engaging in transnational connections and activities, (2) comparative perspectives showcased through translanguaging practices, and (3) transnational ties and HL learning. This chapter calls for further research on HL classes since they are hybrid spaces overflowing with immigrant children’s transnational expertise and translanguaging practices. We argue that these spaces possess significant potential for developing and sustaining immigrant children’s multilingual and transnational expertise.
