This linguistic ethnographic study explores the literacy practices of Nepalese children in the UK. Nine children (age 8-13) were observed over the course of one academic year, in their Nepalese complementary school (NCS). Three of these children were also observed in their mainstream school (MS) and homes.
Data collected through participant observation include field notes, audio recordings, interviews, photographs, copies of children’s work and other documents.
Data are analysed using thematic analysis and the study draws on the theoretical concepts of artifactual literacies, multimodality, translanguaging and authenticity to discuss literacy practices and ethnic and learner identity construction. Discussion centres primarily on the NCS, with additional analysis from the MS and homes in chapter 5.
This empirical study extends understandings about literacy practices within minority language communities, in particular highlighting the use of culturally relevant semiotic charts in early literacy learning, and translanguaging as a valuable tool in the teaching and learning of Nepali Devanagari script. Furthermore, as literacy practices are different across the three sites of study, findings suggest potential benefits of increased dialogue between the three sites.