{'fraction_non_alphanumeric': 0.018484288354898338, 'fraction_numerical': 0.0, 'mean_word_length': 5.5636363636363635, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
The Digital Biliteracies of Arab Immigrant Mothers

Few studies have explored how the literacies of immigrant parents are influenced by participation in their children’s emerging biliteracy. This study addressed this lacuna using a qualitative case study design to investigate the biliteracy development of Arab immigrant mothers in the U.S. Southwest. We used the framework of digital biliteracy to study participants’ literacy practices in Arabic and English and how these changed in the process of raising bilingual/biliterate children. As participants experienced life changes as immigrants, mothers, and language learners, they navigated this work through forms of digital technologies previously unfamiliar to them. They learned new words in both languages and developed digital literacy skills needed to use computers, tablets, and cell phones; access the Internet; create e-mail accounts; and translate terms across English and Arabic. The study contributes to knowledge of the literacy practices of Arab immigrant families and offers implications for research and practice.