This multiple case study is part of a larger investigation of literacy practices in “Our Home,” an after-school program that provides learning support to children from refugee backgrounds. I asked, “What happens when translingual children from refugee backgrounds respond to multicultural, transnational, and translingual picturebooks?” Informed by critical literacy theories, I illuminate the experiences and perspectives of four children as they interacted with and engaged in dialogic reading of picturebooks; these critical literacy practices, along with observational data, are reported in profiles. Findings from this study reveal the ways in which children from refugee backgrounds found problematic aspects of assumptions in stories, reflected on different and contradictory perspectives, articulated the power relationships between characters, and offered alternative thoughts centered on social justice. This research expands the field’s knowledge of what doing critical literacy work with young translingual students in an after-school program looks, feels, and sounds like.

这个多案例研究是“我们的家”扫盲实践的更大调查的一部分，这是一个为来自难民背景的儿童提供学习支持的课后计划。我问：“当来自难民背景的跨语言儿童对多元文化、跨国和跨语言图画书做出反应时会发生什么？” 在批判性识字理论的指导下，我阐明了四个孩子在互动和参与图画书对话阅读时的经历和观点；这些重要的扫盲做法以及观察数据都在简介中报告。这项研究的结果揭示了来自难民背景的儿童如何发现故事中假设的问题方面，反映在不同和矛盾的观点上，阐明人物之间的权力关系，并提供了以社会正义为中心的另类想法。这项研究扩展了该领域的知识，即在课外项目中与年轻的跨语言学生一起进行批判性识字工作的外观、感觉和听起来是什么样的。