Document Type
Article
Publication Date
3-2025
Publication Title
Studies in the Education of Adults
Publisher
Taylor & Francis Online
DOI
https://doi.org/10.1080/02660830.2025.2475534
Abstract
This design-based research study, grounded in the theoretical framework of dual capacity building, explored the impact of a literacy course on multilingual learners’ caregivers, focusing on their knowledge and self-efficacy in supporting their children’s literacy development. Findings revealed a collaborative process between caregivers and researchers, where caregivers contributed insights into their learning needs and influenced the course’s development and implementation. At the end of the course, caregivers’ average self-efficacy score showed a statistically significant 21% increase, while their knowledge ratings increased by 15%. Beyond academic support, the course significantly increased caregivers’ confidence in navigating school systems, understanding school procedures, and advocating for their children. The article closes with implications for designing effective caregiver initiatives that consider the demographics, linguistic backgrounds, and cultural complexity of multilingual learners’ caregivers and their engagement in promoting literacy at home.
Recommended Citation
Gazioglu, M., Rowe, L. W., Howell, E., Pennington, V., Ferguson-Sams, N., Mittapalli, K., & Banerjee, A. (2025). From awareness to action: Caregivers’ roles in multilingual learners’ literacy development. Studies in the Education of Adults, 1–22. https://doi.org/10.1080/02660830.2025.2475534
Included in
Adult and Continuing Education Commons, Adult and Continuing Education and Teaching Commons
