Authors

Mai ZaruFollow

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

.pdf

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

Available for download on Tuesday, April 24, 2029

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