This work aims to contribute to teacher’s knowledge of the home literacy practice of the immigrant learners they teach. As noted by Kajee, (2011: 235), “access to the home is minimal, and often hard to come by, and therefore there are few insights into home literacy practices.” Hence, this study has the capacity to enlighten educators on the experiences, histories, cultures, and skills these children possess which can contribute to learning at school, as well as assisting educators to understand why some children do well in literacy and others do not. This study further enables educators to understand some of the challenges immigrant learners face at school. As such knowledge is of value to parents as home literacy educators and can contribute to enhancing the language development of their children. Knowledge gained from such a study can also encourage parents and teachers to work collaboratively as partners in the teaching and learning process.
In addition, this study can contribute to debunking the myth of considering immigrant literacies deficit. French-speaking Cameroonian immigrants in this study may not be proficient in English but that does not imply that their home literacy practices are sub- standard, for at home they communicate in French for example and through this language, they make sense of their world. As Kajee (2011: 435) notes "while children
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may not show schooled literacy in the dominant language of the school per se, (usually English), in the home and community settings they demonstrate complex language and literacy patterns and behaviors as they weave their way through multifaceted literacy activities".
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