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After applying the selection criteria on

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the literacy narratives I collected from

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the DALN archive,

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I decided to use two narratives: "Another

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Land, Another Language," written by Dmitry

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Varhan, a multilingual writer from

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Belarus, and "The Art of Cursive Writing,"

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written by John Seo Park, a Korean writer.

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Both narratives include the elements of

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reflection under examination in this

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study. Each writer clearly stated

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the literacy goal they wanted to achieve:

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learning English for Varhan and

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learning cursive writing for Park. Before

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they discussed the obstacle they met in

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the process of achieving

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these goals, they also portrayed their

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feelings and thoughts about these

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obstacles and the learning process in

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general. While Varhan briefly described

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the learning process as tedious and his

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frustration at the process of learning

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English, especially after arriving in the

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U.S., Park was pretty elaborate in his

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account of his reluctance to learn

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cursive writing, a meaningless task for

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him while still struggling to learn

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English, and how his perception of the

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teacher complicated the process even

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more.  Writing in retrospect, both writers

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projected a more positive perception of

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the outcome of the whole literacy

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journey.

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Varhan was appreciative of the

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opportunity to learn English at such a

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young age, and his steady progress as

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time went by. You also came around to

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understand that his classmates

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outperformed him at some times due to

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their more advanced language skills.

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Similarly, Park wrote in detail about his

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shifting perception of his teacher and

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the fresh appreciation of cursive

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writing that came along, an appreciation

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that changed cursive writing from a

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tedious meaningless task to an art of

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writing that took effort and dedication.

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Throughout their narratives, both Varhan

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and Park were proud to highlight their

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success and the lesson they had learned

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having achieved their literacy goals.

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Varhan paid more attention to the new

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closeness developed among his

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family members as they got together to

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learn the new language. He ends his

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narrative with what he viewed as big

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success when he became a writing tutor

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in his high school writing center,

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concluding with an explicitly positive

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note on how anyone can learn anything if

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they put their mind to it. Also, Park

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focused on the lesson of persistence and

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practice that enabled him to perfect and

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appreciate a new skill. After explicitly

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listing the lessons he learned, he

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concludes his narrative with emphasizing

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his new perception of cursive writing. As

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I wanted multilingual students to notice

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and unpack these elements of reflection

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in both narratives, I created these

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questions to be the platform for

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analyzing and discussing the two

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narratives as my tailored instruction or

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intervention in the study. The questions

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center around these elements of

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reflection: goal, obstacle, shifting views

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and lesson. While establishing the

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identification bonds between students

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and the narrative writers.