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This study focuses on the pilot year of a family literacy program in a suburban school district as it becomes a third space for ELL and non-ELL families and the teaching staff who participate in the program. A third space can develop when participants from the privileged space of the school and from the marginalized space of the home are brought together in one place - in this case, a school-based family literacy program - so that new knowledge and understanding emerges. In this qualitative study evidence of the presence of a third space was documented through observations, survey results and reflections from staff members and the families. The results indicated that a third space between the home and the school was created. The findings encourage teachers, schools and districts to continue looking for opportunities to bring the home and school spaces together in order to foster student success.