Contributor
Stephanie Al Otaiba
Subject Area
Education
Abstract
This dissertation presents three interrelated papers (Chapters 2-4) that collectively advance our understanding of ways to capture and support the literacy practices among Arab immigrants in the diasporic U.S. Each paper adopts a specific methodological design (systematic review, visual ethnography, mixed methods single-case design; respectively) to address challenges faced by Arab immigrants and explores the potential of a reading intervention, Peer-Assisted Learning Strategies (PALS), as a means to promote literacy as a fundamental human right. This research has the potential to impact a broader population of Arab immigrant families. Through the promotion of equitable learning, preservation of diverse ecological models, and advocacy for diverse multilingual and multimodal practices, education emerges as a potent force for change. Overall, this dissertation aims to move the needle in dismantling existing inequities, ensuring that every learner, irrespective of their background, has the opportunity to thrive as citizens of the land. The findings and discussions within this dissertation not only expand the current body of diaspora research but also pave the way for transformative practices in education that foster inclusivity and empower learners across diverse linguistic and cultural backgrounds, sharing actionable steps for practitioners, researchers, caregivers and children.
Degree Date
Spring 5-10-2024
Document Type
Dissertation
Degree Name
Ph.D.
Department
Teaching and Learning
Advisor
Stephanie Al Otaiba
Number of Pages
202
Format
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Recommended Citation
Zaru, Mai, "Exploring Literacy and Translanguaging Practices to Support Palestinian Children and Their Families in the Diaspora" (2024). Teaching and Learning Theses and Dissertations. 23.
https://scholar.smu.edu/simmons_dtl_etds/23
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Early Childhood Education Commons, Language and Literacy Education Commons
