Collaborative Literacy Support for Multilingual Caregivers: A Stakeholder-Informed Approach

• In Event: AERA Roundtable Session Saturday 1:45 pm - Gold 3
  In Roundtable Session: Home and schools: Promoting language and literacy development

Abstract

This study explores education stakeholders’ feedback on a literacy course designed to help multilingual caregivers in a high-need U.S. school district support their children’s literacy development at home. Guided by Design-Based Research, the course was developed with input from K–12 teachers, school principals, caregivers, and a community advisory council. The course addressed topics such as home literacy practices, navigating the school system, legal and financial literacy, and healthcare access. The Dual Capacity-Building Framework served as the study’s theoretical foundation. Findings revealed evolving stakeholder perspectives over time, with educators shifting from deficit-based assumptions toward culturally responsive approaches. Caregivers valued practical tools and emotional support, while advisory council members emphasized systemic barriers and digital access.

Authors

• Mihaela Gazioglu, Westfield State University

• Lindsey W. Rowe, Clemson University

• Emily S. Howell, Clemson University

• Nicole Ferguson-Sams, Clemson University

• Alexis Lawton, Clemson University