Access Type

Open Access Embargo

Date of Award

1-1-2016

Degree Type

Dissertation

Degree Name

Ph.D.

Department

Curriculum and Instruction

First Advisor

Poonam Arya

Second Advisor

Karen Feathers

Abstract

With the growing numbers of English learners in American schools, the Federal Government has mandated special services and programs to meet the needs of this population which increased research about the best strategies that would help close the gap between ELs and their peers. Nonetheless, the current education system still views ELs from a deficit lens which focuses on closing the gaps in students’ education instead of focusing on the assets that they have. Therefore, there is a specific need to bridge the home and school environments together so that teachers can build on the skills that students bring from home to teach them.

The purpose of this study was to look at the home literacy practices of Arab immigrant families to determine the capital embedded in Arab immigrant students’ daily routines and skills. By examining the perceptions of the concerned people: students, parents, and teachers about the home literacy practices of Arab immigrant students, the study reveals the daily literacy routines and assets that students have. In addition, the study sheds light on the formations of students’ positional, social, and cultural identities.

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