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In:Innovative Qualitative Methodologies in Multilingual Literacy Development Research: Amplifying voices from immigrant, transnational, and refugee communities
Edited by Amanda K. Kibler and Fares J. Karam
[Research Methods in Applied Linguistics 11] 2025
► pp. 102–124

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Chapter 6
Korean American children’s voices in translanguaging Play-Based Family Literacy (PBFL) through the suda (수다) approach

 | Kennesaw State University
 | California State University Los Angeles
 | University of Northern Iowa
Published online: 7 April 2025
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https://doi.org/10.1075/rmal.11.06kim
Abstract
In this chapter we propose suda (수다) [suda is a type of conversation similar to small talk, but it entails a significant length of time with several emergent stories in Korean culture] as a tool for rethinking theory and methodological innovation in qualitative research, emphasizing culturally responsive and sustaining perspectives through examining Korean American children’s translanguaging Play-Based Family Literacy (PBFL) at home during the COVID-19 pandemic. This chapter focuses on how our rethinking of suda to include the voices of multilingual children as well as researchers themselves can be an innovative qualitative research tool that facilitates the examination of PBFL practices, which encourage natural literacy practices within play contexts, diverging from traditional school-like literacy activities. Introducing how suda is utilized as data collection and analysis, this study also presents implications of rethinking suda for culturally responsive and sustaining research that can amplify the voices of multilingual children and researchers in the context of translanguaging PBFL practices. Our findings also highlight the importance of PBFL practices for early childhood development and literacy research.
Article outline
  • Introduction
  • Overview of the study
    • What is suda (수다)?
    • Who we are
    • Data collection and analysis
    • Key findings
  • Suda: Methodological discussion
    • Example 1: Rethinking theory to arrive at a collective analysis
    • Example 2: Suda approach for children’s play and literacy in an online book club
    • Example 3: Drawing and translanguaging literacy in family conversations
    • Example 4: Children’s playful translanguaging interactions in making a story
  • Implications for qualitative research on multilingual literacy development
  • Notes
  • References
References (45)
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