3 Colombo-American Kids in Okinawa: An Exploration on Early Construction of Language and Identity

Abstract

Abstract This study explores language usage, linguistic interactions, and gender identity development among three Colombo-American children aged 4, 6, and 8 in diverse multicultural contexts, primarily focusing on their experiences in Okinawa, Japan. Using qualitative methods like observation, interviews, and drawing with oral narratives, the research examines these dynamics. The children, part of an American family on a military base in Okinawa, attend a local school where Japanese is the primary language. However, Spanish is also present at home through online interactions with Hispanic family members. Despite this, English remains the children's main language preference, also used during base activities. The findings emphasize language dynamics, gender interactions, and multicultural identity construction. Participants display proficiency across Spanish, English, and Japanese, prioritizing effective communication. Cultural influences shape gender roles, with participants challenging norms. Multicultural identity construction involves a complex interplay of language, culture, and engagement, evident in narratives and storytelling. The study offers insights for educators and policymakers and suggests future research directions to explore media influences, conduct longitudinal studies, and promote language development and cultural inclusivity in education. Overall, it underscores the importance of understanding the relationship between culture, language, and children's attitudes in multicultural education.a

Keywords: Language dynamics, Multicultural identity, Gender interactions, Culture, Childhood development, Language proficiency, Cultural adaptation, Education, Multilingualism.