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.
","abstract_html":"<p>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.</p> <p>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.</p>","abstract_has_math":false,"creators":["Elhajj, Hiba Kahil"],"institution":null,"degree_name":"Ph.D.","degree_level":"Open Access Dissertation","degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":["Poonam Arya","Karen Feathers"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-01-01T08:00:00Z","date_published":"2016-01-01T08:00:00Z","updated_at":"2026-07-24T06:00:26Z","subjects":["Arab","Education","Funds of Knoweldge","Immigrant","Literacy","United States","Other Education","Other Social and Behavioral Sciences"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.wayne.edu/oa_dissertations/1444","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Poonam Arya","Karen Feathers"]},{"key":"dc:creator","label":"Author","values":["Elhajj, Hiba Kahil"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-05-16T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Arab","Education","Funds of Knoweldge","Immigrant","Literacy","United States","Other Education","Other Social and Behavioral Sciences"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.wayne.edu/oa_dissertations/1444"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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.
"]},{"key":"dc:title","label":"Title","values":["Funds Of Knowledge Of Arab Immigrant Families: An Examination Of The Perceptions Of High School Students, Parents, And Teachers"]}]}],"canonical_facts":{"dc:contributor":["Poonam Arya","Karen Feathers"],"dc:creator":["Elhajj, Hiba Kahil"],"dc:date.available":["2017-05-16T07:00:00Z"],"dc:description.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.
"],"dc:identifier":["https://digitalcommons.wayne.edu/oa_dissertations/1444"],"dc:subject":["Arab","Education","Funds of Knoweldge","Immigrant","Literacy","United States","Other Education","Other Social and Behavioral Sciences"],"dc:title":["Funds Of Knowledge Of Arab Immigrant Families: An Examination Of The Perceptions Of High School Students, Parents, And Teachers"],"thesis:degree_discipline":["Curriculum and Instruction"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Ph.D."]},"updated_at":"2026-07-24T06:00:26Z"}