The Home-Based Literacy Practices and Beliefs of One Hispanic Bilingual Family: A Case Study

Document Type


Degree Name

Doctor of Education (Ed.D)


Curriculum and Instruction

Date of Award

Spring 2014


The purpose of the present study was to add to the existing body of research on the home-based literacy practices and interactions of Hispanic bilingual families. This study examined one Hispanic bilingual family in the context of their home. The investigation documented and described the literacy practices and beliefs of one Hispanic bilingual family to provide an understanding of how the family fostered the literacy development of their children. The second purpose of the study was to gain a deeper understanding and appreciation of the literacy practices of culturally and linguistically diverse families. As a result, educators will be better prepared to meet the needs of their students in the classroom and use this new knowledge in designing instruction that is relevant to their students. This study employed qualitative methods using a case study design. The data sources used for this study were based on artifacts, observations, and interview protocols. Field notes, digital audio recordings, and journaling were used as to collect the data. Qualitative data were analyzed using constant-comparative analysis. The results of this study indicated that Benjamin's and Gabriella's beliefs were influenced by their parents' beliefs and the way they were raised. The Mejia's beliefs stemmed from family traditions, parents' educational attainment, educational beliefs, religion, and character values. The findings revealed that the Mejia family engaged in reading, writing, listening, speaking, viewing, and visual representation practices on a daily basis. The data also showed that the Mejia family engaged in various literacy-related practices that supported linguistic, visual, audio, gestural, spatial, and multimodal meanings of literacy. Additionally, the data indicated that the Mejia parents participated in certain activities that supported their children in reading, writing, mathematics, and science literacy. Likewise, Gabriella and Benjamin valued establishing homework routines and were actively involved in their children's education. Despite the Mejia parents' socioeconomic status, educational attainment, and immigration status, these parents had aspirations and expectations for their children and viewed education as the key to a successful future. Implications and recommendations for future research are discussed.


Jim L. Page

Subject Categories

Curriculum and Instruction | Education | Elementary Education