Emergent Bilingual Children's Translanguaging in a US Korean Church: Ethnographic Study

ABSTRACT

This ethnographic study examines a Korean church in the US, focusing on the literacy, cultural engagement, and identity formation of emergent Korean‐English bilingual children. Grounded in translanguaging theory and ethnographic methodology, the study investigates how these children navigate Korean and English in church‐based Sunday school activities. Through observations and analysis of children's interactions, this study reveals how religious space facilitates the fluid use of linguistic repertoires and participation in cultural activities, fostering the development of language and cultural knowledge, and dynamic identity formation. The findings suggest that Korean churches can serve as dynamic sites where emergent bilinguals cultivate linguistic skills and a sense of their cultures, and further negotiate multifaceted identities, enhancing their sense of belonging within both their ethnic community and the wider global context. The study proposes a framework that conceptualizes religious space as a translanguaging space, encompassing languages, cultures, and identities.