Dr. Ioney James

Assistant Professor
Early Childhood and Elementary Education
Norfolk State University

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Investigating the Literacy Experiences of Immigrant Minorities in American Public Schools: Case Study of the Home-School Relationship of a Student in a Special Education Classroom

This longitudinal study investigates the home-school literacy experiences of a struggling immigrant student in North America. Specifically, it describes the systematic connection between home and school by examining how divergent views of a teacher and a parent influence the literacy of this focal immigrant student in a special education classroom.

The specific questions that frame the study are: What is the nature of the literacy environment in which learning occurs for this immigrant pupil? How do the beliefs and practices of the teacher and parent influence this immigrant pupil’s literacy development?

The scope of inquiry and analysis are guided by the sociocultural perspectives of literacy proposed by researchers such as Gee, (1996), Heath, (1983) and Taylor (1983); the cultural discontinuity views purported by Jacob and Jordan (1987); Scollon and Scollon, (1981) and the cultural capital theory, proposed by Bourdieu (1977) and expanded by Lareau (1989) and Reay (1999).

This qualitative study employs a multi-method case-study design, including ethnographic techniques such as participant observation, audio-taping of classroom events, and interviews and discussions with teacher, parent and the focal child. Analysis of data includes a preliminary search through transcripts, observational field notes, and a time-by- activity account of classroom activities for meaningful patterns, themes, and issues.