Resilience is not an inherent genetic trait or traditional learning skill but a cultivated ability to adapt, interact, and engage with challenges through belief in oneself and active involvement. It develops through a mix of traits, processes, and mechanisms that harness strengths to address adversity (Tocino-Smith, 2021). Clauss-Ehlers (2020) defines resilience as the ability to adapt successfully despite threats, emphasizing its importance for children and adolescents. Resilient children are better equipped to handle stress, failure, and emotional challenges, shaping their ability to adapt in adulthood (Ungar, 2011). Teachers play a critical role in fostering resilience through optimism, problem-solving, a sense of belonging, and a positive self-image.

From a literacy perspective, resilience involves mastering literacy skills, developing critical thinking, identifying difficulties, and applying strategies to overcome them. Literacy resilience requires explicit instruction and scaffolding (Namka, 2014). Its importance lies in promoting academic success and optimal integration into adulthood. Low literacy skills correlate with poor academic achievement, low self-esteem, and limited progress expectations. Research highlights the teacher-student relationship as the most significant factor in nurturing literacy resilience, with children's achievements largely reflecting teaching quality (Levi & Harpaz, 2022). Resilience-building involves tailoring content, adapting teaching methods, and strengthening teacher-student connections to help children develop growth-oriented mindsets, self-belief, and the ability to overcome challenges (Haimovitz & Dweck, 2017). Investing in teacher professional development is essential for fostering literacy resilience and improving learning outcomes.

Literacy development is inherently social, emerging from interactions between children and more experienced individuals. Family plays a pivotal role in this process. Studies (Aram & Besser-Biron, 2017) show that parents’ literacy levels and encouragement significantly influence their children's literacy resilience. Positive family interactions contribute to literacy development, and family-cultural knowledge can be a valuable resource for educators. However, leveraging home literacy resources is challenging, especially with families from marginalized backgrounds who face barriers such as limited knowledge, language skills, time, or social support (Moll et al., 2015).

To address these challenges, it is crucial to explore elementary school Hebrew teachers’ perceptions of integrating family literacy to nurture resilience. Strengthening home-school connections through family literacy integration can enhance cooperation and parental involvement. Teacher training programs should emphasize the importance of recognizing family literacy as a resource, encouraging pedagogical strategies that incorporate family knowledge into the classroom (Hill & Tyson, 2009).

This research is particularly relevant in the context of global pedagogical trends addressing heterogeneity in classrooms, shaped by immigration and inclusion. It seeks to enrich understanding of how Hebrew teachers' perceptions and actions influence the integration of home literacy to foster literacy resilience. This approach can help address the challenges of cultural integration in Israel and similar contexts.

The study aims to examine Hebrew teachers’ educational perceptions and pedagogical practices regarding literacy resilience and home literacy integration in language lessons. It seeks to answer two key questions: (1) What are Hebrew teachers' perceptions about nurturing literacy resilience and integrating home literacy in language lessons? (2) What challenges and coping strategies do Hebrew teachers adopt in fostering literacy resilience and integrating home literacy?

This qualitative-interpretive study combines description, analysis, and understanding to explore the experiences of Hebrew teachers in elementary schools regarding nurturing literacy resilience and integrating home literacy. The interpretive paradigm focuses on understanding the complex classroom and home literacy processes from the teachers' perspective (Lincoln, Lynham, & Guba, 2011). Observations and pedagogical discourse were analyzed without manipulation, emphasizing the teachers' voices to inform strategies for fostering literacy resilience and promoting intercultural competence, flexibility, respect, and inclusion (Shalsky & Ariely, 2016). The study involved 14 Hebrew teachers from five public elementary schools in central Israel. All participants are native Hebrew speakers with bachelor's degrees and teaching certificates from colleges. They have 3–5 years of teaching experience, with ten working full-time and four part-time. None hold additional roles within their schools. Data collection was conducted through semi-structured interviews, lasting approximately 45 minutes each, either face-to-face or by phone. The questions addressed topics such as integrating home literacy into teaching, the impact of family literacy on students' resilience, challenges encountered during lessons, strategies for overcoming them, and the nature of teacher-parent relationships. Teachers also described students' reactions to lessons incorporating home literacy. Content analysis was employed to interpret the interviews, focusing on teachers' words, descriptions, and the context of their expressions (Merriam, 2009). Thematic units, defined by text characteristics and theoretical considerations, were used to identify recurring themes and insights (Krippendorff, 2004; Shkedi, 2005). The content analysis process included three stages: (a) Open Coding: Initial categories were defined by identifying recurring phrases and organizing them into central topics reflecting teachers' perceptions and practices in cultivating literacy resilience. (b) Axial Coding: Texts were reread to refine thematic units, aligning each section with research goals and the theoretical framework focused on literacy resilience and home literacy. (c) Selective Coding: Central themes were developed by grouping recurring topics, creating a structured system of categories that aligned with research objectives and provided meaningful interpretations (Zur & Eisikovits, 2015). The cyclical coding process bridged theory and content, requiring careful reading, refinement, and decision-making to ensure valid conclusions within a broader context. This study was approved by the ethics committee of the academic institution (Approval number: 202350201).

The findings emphasize two key concepts regarding literacy resilience: (1) literacy resilience as a life tool and (2) the crucial role of home literacy in fostering it. Teachers view literacy resilience as a practical approach that enhances students' competence, helping them tackle language challenges, recognize prior skills, and build motivation in diverse environments. This aligns with Shapira’s (2021) perspective, linking resilience to one’s perceived ability to manage tasks, stress, and uncertainty effectively. Denz-Penny and Murdoch (2008) highlight resilience as the ability to act confidently in challenging situations, believing in one’s capacity to succeed. In Israel, significant educational gaps highlight the importance of fostering literacy resilience to reduce disparities and promote equity. Teachers also recognize home literacy, supported by parental involvement, as vital for developing students’ literacy skills and resilience. To nurture literacy resilience in heterogeneous classrooms, teachers must address individual student needs and design personalized, independence-encouraging teaching strategies. Peer dialogue practices, which engage students in constructing their own knowledge, can foster cognitive development through language (Erbil, 2020). Additionally, maintaining personal conversations and relationships with students allows teachers to provide empathy, guidance, and a model for coping with emotional and academic challenges. Such connections can offer students comfort, hope, and motivation. The research findings offer practical insights for teachers and policymakers, outlining pedagogical principles to support literacy resilience in elementary schools. These principles can transform teaching-learning processes and teacher training, promoting effective practices for diverse classrooms and fostering independent, resilient learners even beyond times of crisis. These findings may have important implications for both policyomakers involved in teacher education training and practicing educators. Specifically, the results underscore the need to enhance awareness and sensitivity towards diverse family literacy contexts, potentially contributing to the development of more effective strategies for establishing and reinforcing literacy resilience among students.

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