Language, Literacy, and Sociocultural Studies ETDs

Publication Date

Spring 5-16-2026

Abstract

Family Literacy Projects being used in the high school setting to promote cultural and linguistic identities. The Family Literacy Project is used to bridge the gap between student identities at school and the identities at home. The purpose of this study was for the teacher to reflect in an autoethnographic study of herself in relation to the context of community, pedagogy, and the perceived needs and changes of the project for both students and the school’s culture. Through the autoethnographic study, the focus of the Family Literacy Project is in its importance to the school, community, students, and teachers was reflected upon while addressing the year-to-year changes that would need to be adapted. Through an autoethnographic study, the Family Literacy Project was grounded in the reflexive, impressionist, and family literacy theories. The goal of this study was to look at the pedagogical practices of a single English teacher in a high school classroom (with a focus on English Language Development, bilingualism, multilingualism) in relation to the teacher’s practices.

Keywords

family literacy, autoethnography, reflexive, literacy, multilingual students, bilingual students, high school, high school English, English Language Development

Document Type

Thesis

Language

English

Degree Name

Language, Literacy and Sociocultural Studies

Level of Degree

Masters

Department Name

Language, Literacy, and Sociocultural Studies

First Committee Member (Chair)

Dr. Mary Rice

Second Committee Member

Dr. Aijuan Cun

Third Committee Member

Dr. Armando Garza Ayala

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