Minhye Son
Biographic Data
| ID | 3845217 |
|---|---|
| NAME | Minhye Son |
| GIVEN NAMES | Minhye |
| FAMILY NAME | Son |
| SIGNATURE | SON M |
| AFFILIATIONS | California State University, Dominguez Hills |
| ORCID | 0000-0002-5930-3546 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Bilingualism as activism
This qualitative study, led by two Korean transnational scholars, explores the development of the first Korean Dual Language Programs (KDLPs) in the United States, emphasizing how communities leveraged bilingualism as a powerful tool for activism through collective efforts. Grounded in the notions of historicizing communities and ourselves, as well as community cultural wealth, the study captures the narratives and experiences of twelve educators…
Towards critical consciousness
Content and Languages Integration
This qualitative study examines how pre-service teachers incorporate asset-based, multilingual and equity-focused pedagogies, prioritizing students’ funds of knowledge and advocating for culturally relevant and sustaining approaches. Through an analysis of 92 social studies unit plans developed by pre-service teachers in the final semester of their teacher credential program, the study highlights students’ efforts in integrating locally relevant …
The Voices of Transnational MotherScholars of Emergent Bilinguals
In this article, we—three Asian MotherScholars in the field of language and literacy education—conducted a collaborative self-study to examine how our individual and shared experiences as transnational mothers of emergent bilinguals have shaped our ways of promoting bilingualism and biliteracy. Our study drew on transnational feminist perspectives and used multimodal data and narratives shared in an online inquiry group. We highlighted ways we le…
What is visible and invisible
Dual Language Bilingual Education (DLBE) programs have expanded rapidly in a large Northeastern urban school district in the United States in recent years, but multilingual families, particularly those from immigrant backgrounds, receive limited information about program offerings from school websites. In this qualitative study, utilizing critical discourse analysis, 21 websites of district schools with DLBE programs were reviewed. Findings sugge…
Bilingual pre-service teachers’ evolving conceptualizations about curriculum as a hybrid space through multimodal learning experiences
Who Are Bilinguals? Surfacing Teacher Candidates' Conceptions of Bilingualism
This qualitative study delved into the perceptions of "bilingualism" among 60 students in a teacher education program, drawing on survey responses at the outset of their training. Informed by the translanguaging framework, we analyzed teacher candidates' responses to identify a range of views spanning from minimalist to maximalist and from monoglossic to heteroglossic perspectives of bilingualism. Our analysis revealed many teacher candidates had…
Methodologizing Transnationality
How can we take transnationality as a space of in-betweenness to generate new possibilities, moving beyond geographically bounded spans between countries? This article presents five authors' collective inquiry on transnational positionalities, which we practiced through the relational, transformative, and reflective writing of the self in a community space. We staged the collaborative writing into two processes: the emergent process of thematic w…
Negotiating Asian American identities
Building a Transnational Network of Capitals
This online ethnographic study illuminates how Korean immigrant mothers of children with disabilities use their capitals to communicate, build community, and share resources in an online space. Employing the construct of community cultural wealth (CCW), we analyzed posts and comments by the mothers in an online forum on a transnational website. Findings revealed that the mothers actively (1) leverage their linguistic capital for sharing informati…
Pre-service teachers’ decision-making
Methodologizing Transnationality
How can we take transnationality as a space of in-betweenness to generate new possibilities, moving beyond geographically bounded spans between countries? This article presents five authors' collective inquiry on transnational positionalities, which we practiced through the relational, transformative, and reflective writing of the self in a community space. We staged the collaborative writing into two processes: the emergent process of thematic w…
Who Are Bilinguals? Surfacing Teacher Candidates' Conceptions of Bilingualism
This qualitative study delved into the perceptions of "bilingualism" among 60 students in a teacher education program, drawing on survey responses at the outset of their training. Informed by the translanguaging framework, we analyzed teacher candidates' responses to identify a range of views spanning from minimalist to maximalist and from monoglossic to heteroglossic perspectives of bilingualism. Our analysis revealed many teacher candidates had…
Negotiating Asian American identities
Pre-service teachers’ decision-making
Building a Transnational Network of Capitals
This online ethnographic study illuminates how Korean immigrant mothers of children with disabilities use their capitals to communicate, build community, and share resources in an online space. Employing the construct of community cultural wealth (CCW), we analyzed posts and comments by the mothers in an online forum on a transnational website. Findings revealed that the mothers actively (1) leverage their linguistic capital for sharing informati…
Pre-service teachers’ decision-making
Building a Transnational Network of Capitals
This online ethnographic study illuminates how Korean immigrant mothers of children with disabilities use their capitals to communicate, build community, and share resources in an online space. Employing the construct of community cultural wealth (CCW), we analyzed posts and comments by the mothers in an online forum on a transnational website. Findings revealed that the mothers actively (1) leverage their linguistic capital for sharing informati…
Negotiating Asian American identities
Content and Languages Integration
This qualitative study examines how pre-service teachers incorporate asset-based, multilingual and equity-focused pedagogies, prioritizing students’ funds of knowledge and advocating for culturally relevant and sustaining approaches. Through an analysis of 92 social studies unit plans developed by pre-service teachers in the final semester of their teacher credential program, the study highlights students’ efforts in integrating locally relevant …
The Voices of Transnational MotherScholars of Emergent Bilinguals
In this article, we—three Asian MotherScholars in the field of language and literacy education—conducted a collaborative self-study to examine how our individual and shared experiences as transnational mothers of emergent bilinguals have shaped our ways of promoting bilingualism and biliteracy. Our study drew on transnational feminist perspectives and used multimodal data and narratives shared in an online inquiry group. We highlighted ways we le…
What is visible and invisible
Dual Language Bilingual Education (DLBE) programs have expanded rapidly in a large Northeastern urban school district in the United States in recent years, but multilingual families, particularly those from immigrant backgrounds, receive limited information about program offerings from school websites. In this qualitative study, utilizing critical discourse analysis, 21 websites of district schools with DLBE programs were reviewed. Findings sugge…
Bilingual pre-service teachers’ evolving conceptualizations about curriculum as a hybrid space through multimodal learning experiences
Who Are Bilinguals? Surfacing Teacher Candidates' Conceptions of Bilingualism
This qualitative study delved into the perceptions of "bilingualism" among 60 students in a teacher education program, drawing on survey responses at the outset of their training. Informed by the translanguaging framework, we analyzed teacher candidates' responses to identify a range of views spanning from minimalist to maximalist and from monoglossic to heteroglossic perspectives of bilingualism. Our analysis revealed many teacher candidates had…
Methodologizing Transnationality
How can we take transnationality as a space of in-betweenness to generate new possibilities, moving beyond geographically bounded spans between countries? This article presents five authors' collective inquiry on transnational positionalities, which we practiced through the relational, transformative, and reflective writing of the self in a community space. We staged the collaborative writing into two processes: the emergent process of thematic w…
Bilingualism as activism
This qualitative study, led by two Korean transnational scholars, explores the development of the first Korean Dual Language Programs (KDLPs) in the United States, emphasizing how communities leveraged bilingualism as a powerful tool for activism through collective efforts. Grounded in the notions of historicizing communities and ourselves, as well as community cultural wealth, the study captures the narratives and experiences of twelve educators…
Towards critical consciousness
Multilingual Education and Policy (8 works) · Pedagogy (8 works) · Psychology (8 works) · Sociology (7 works) · Bilingual education (5 works) · Neuroscience of multilingualism (5 works) · Political science (5 works) · Global Education and Multiculturalism (4 works) · Immigration (4 works) · Second Language Learning and Teaching (4 works)