Traversing the Language and Literacy Terrain: An Ethnographic Study of Indonesian Cross-Cultural Children’s Experiences in a U.S. Context

This study explores Indonesian children’s language learning and literacy experiences navigating cross-cultural contexts, emphasizing the role of home and religious communities. It investigates how family support and culturally grounded religious practices contribute to linguistic and literacy development by drawing on Sociocultural Theory, Funds of Knowledge, and the Cross-Cultural Kids (CCK) framework. This study shows how Indonesian children’s literacy develops through family support, religious institutions, and digital tools. Parents play a critical role by strategically balancing exposure to heritage and host languages, preserving cultural identity while supporting integration into new environments. Religious communities serve as vital spaces for culturally aligned literacy activities, offering faith-based learning opportunities that respect Islamic values. In addition, digital tools provide flexible and interactive resources, enriching literacy experiences through creative expression and language acquisition. This study calls for inclusive, culturally responsive education that connects home, community, and school to support diverse learners. It urges collaboration among educators, policymakers, and communities to strengthen literacy programs and recommends future research on broader populations and long-term impacts of cross-cultural literacy practices.