Abstract
This article reports the literacy teaching and learning of a boys-only weekend class in a mosque of a midwestern city, United States. As part of the Muslim’s community who regularly attended the weekend class that studied Qur’an and Arabic, I interviewed the participants (teacher, principal, students, and parents), observed their class interactions, took notes during and after the interactions, and gathered some artifacts that portrayed the interactions and the teaching and learning processes. Coming from various cultural background, the students and teacher demonstrated shared motivation, yet divergent interpretations on the objective and the teaching learning interactions. Taking the perspectives of ethnography of communication (Hymes, 1964; Cameron, 2001), I found that the literacy practices in this community was motivated by the love and piety of God, strong ties to their cultural background, and the perpetuation of both faith and cultural identity.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Education, Language, and Religion
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
