Evolution of Teachers’ Perspectives on Family Engagement: Building Dual Capacity for Multilingual Learners

Authors

Lindsey W. Rowe, Clemson University
Hazel Vega, Clemson University
Emily Howell, Clemson University
Katie M. Crook, Clemson University
C C. Bates, Clemson University
Kavita Mittapelli, MN Associates, Inc
Amlam Banerjee, MN Associates, Inc

Document Type

Article

Publication Date

Winter 2-12-2025

Publisher

BILINGUAL RESEARCH JOURNAL

DOI

https://doi.org/10.1080/15235882.2024.2441787

Abstract

Family engagement in multilingual learner education offers benefits associated with improved academic performance, stronger parent-teacher communication, and more inclusivity of cultural and linguistic diversity. Responding to calls for professional development that enables teachers to meaningfully involve families, this paper draws from surveys and course assignments to examine how teachers expanded their perceptions about the incorporation of multilingual learner families in a graduate program. We conclude by discussing implications for teacher professional development with specific attention to how teachers can integrate multilingual learner families.

Recommended Citation

Vega, Hazel, Emily Howell, Lindsey W. Rowe, Katie M. Crook, C.C. Bates, Kavita Mittapalli, and Amlan Banerjee. 2025. “Evolution of Teachers’ Perspectives on Family Engagement: Building Dual Capacity for Multilingual Learners.” Bilingual Research Journal, February, 1–16. doi:10.1080/15235882.2024.2441787.