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All Journal EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics
Rafi Isham Fadhlillah
Universitas Sumatera Utara - Indonesia
Education Languange, Linguistic, Communication & Media

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Cultural Identity in Children's Books: Multilingualism and Cultural Pride in The Name Jar Muhammad Arifandi Yacub; Firja Adica; Adrian David Rafael Siburian; Rafi Isham Fadhlillah; Muhammad Yusuf
EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics Vol. 10 No. 2 (2026): EJI (English Journal of Indragiri): Studies in Education, Literature, and Ling
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/gk6x1f90

Abstract

Children's literature contributes immensely towards constructing the cultural identities of immigrants and minority language learners, but research focusing on analyzing particular multilingual picture books from a multimodal perspective is scarce. The current research focuses on the analysis of The Name Jar (Choi, 2001) as a multilingual picture book in order to understand the ways’ cultural identity representations are created and negotiated in a Korean-American environment. A qualitative case study methodology was used where multimodal content analysis (Krippendorff, 2019; Kress & van Leeuwen, 2006) and thematic analysis (Braun & Clarke, 2006) techniques were applied to the verbal text, illustrations, paratext, and Korean-script sections of the book. Four themes were derived: cultural identity through naming; text as a mirror and window; visualizing multilingualism; and pedagogical possibilities of the text. The findings of the current research demonstrate that The Name Jar creates a complex counter-narrative of assimilation by promoting hybrid identity while the Korean script is more than just a decoration but also a multimodal semiotic resource. Overall, multilingual picture books like The Name Jar have great potential as pedagogical materials for intercultural education and promoting the heritage language identity.
Co-Authors Adrian David Rafael Siburian Firja Adica Muhammad Arifandi Yacub Muhammad Yusuf