Literacy Practices and Constructions Among Migrant Muslim Filipino Families

Abstract

This ethnographic study examined literacy practices and their meanings among migrant Muslim Filipino families. Data collection involved participant observation, semi-structured interviews, and collection of texts and artifacts related to reading in homes for a period of three months. Participants for this study were three Maranao families who lived at the Islamic Center and migrated from Lanao del Sur. Ethnographic data revealed that migrant Filipino families have varied literacy practices and that socio-cultural factors such as ethnic background, age, and gender influenced the literacy practices of these families. It was also discovered that the meaning of literacy was determined by the following factors: ethnic identity, social role of language, and the dichotomy of domestic and literacy chores. Based on the above findings, the following are recommended: 1) for teacher education to include in its agenda opportunities for discussion regarding students’ ideas and beliefs about literacy; 2) to consider families’ socio-cultural context in designing curriculum; and 3) to do further research on the affective aspect of literacy and effect of migration on literacy practices.