Document Type
Article
Publication Date
9-2025
Publication Title
Language and Education
Publisher
Taylor & Francis
DOI
https://doi.org/10.1080/09500782.2025.2558572
Abstract
Seeking to amplify families’ voices, this study reports on focus groups with Latiné parents of multilingual students (MLs). We draw from two theories: the dual capacity-building framework, which conceptualizes family engagement as a relational and culturally sustaining partnership, and the community cultural wealth theory, which highlights unrecognized forms of capital marginalized populations bring to education. This design-based research (DBR) aimed to build instructional capacity for ML literacy through teacher professional development and a caregiver course for families. This study analyzes data from five focus groups with thirty-five parents and six school staff in five districts in the southeast USA. We used thematic analysis to identify family assets, including types of cultural capital that describe resources, skills, literacy activities, and challenges related to understanding multilingualism and ESOL services. Additionally, we discuss ways to integrate families’ wealth into course design. We conclude by discussing implications and further research with ML families.
Recommended Citation
Vega, H., Crook, K. M., Howell, E., Rowe, L. W., & Bates, C. C. (2025). From deficit to wealth: amplifying voices and cultural capital of Latiné families to support multilingual learner education. Language and Education, 1–21. https://doi.org/10.1080/09500782.2025.2558572