The purpose of this study is to explore the literacy practices of mothers with refugee backgrounds and the ways that they position themselves in relation to these practices. Data include fieldnotes, interviews, artifacts, and informal conversations. The findings reveal the participants’ family literacy practices within the specific domains of education, family, and community in the United States. The findings also show that the participants had multiple identity positions as cultural experts and parents who provided educational resources for their children. The study has implications for parental involvement in urban schools and for educators practicing in K-12 and adult ESL.

中文翻译：

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了解有难民背景的母亲的识字实践

本研究的目的是探讨具有难民背景的母亲的识字实践以及她们在这些实践中的定位方式。数据包括实地记录、采访、人工制品和非正式对话。调查结果揭示了参与者在美国教育、家庭和社区的特定领域内的家庭扫盲实践。调查结果还表明，参与者作为文化专家和为孩子提供教育资源的父母具有多重身份地位。该研究对城市学校的家长参与以及从事 K-12 和成人 ESL 的教育工作者具有影响。