Foregrounding Voices: Understanding and Supporting Schools' and Teachers' Engagement With Linguistically Marginalized Families and Communities

Session Type: Symposium

Abstract

In this symposium, we explore new possibilities for better understanding and supporting schools’ engagement with linguistically marginalized families and communities. The papers in this symposium share key insights into this topic by exploring the impact of teachers’ and schools’ efforts to foreground the voices and experiences of linguistically marginalized families and communities, honor their expertise, and use this knowledge for teachers to collaborate with families and communities in service of children’s learning. Furthermore, we provide evidence suggesting new pathways forward in explicitly training teachers to engage in culturally sensitive ways. Our work spans pk-12 and has implications for practice, policy, and future research.

Sub Unit

• SIG-Family, School, Community Partnerships

Chair

• Judy Paulick, University of Virginia

Papers

• Variations in Family Engagement Patterns of Latinx Parents Across Preschool Settings - Adina Schick, New York University; Gigliana Melzi, New York University; Cassie Wuest

• Developing Home Visiting Skills to Support Equity-Oriented Collaboration With Linguistically Diverse Families - Judy Paulick, University of Virginia; Natalia Palacios, University of Virginia; Amanda Kibler, Oregon State University; Melissa Lucas, University of Virginia

• Transnational Funds of Knowledge: Building on Strengths of Children From Immigrant Families - Catherine F. Compton-Lilly, University of South Carolina

• From Communication to Connection: Multilingual Family Engagement Through the COVID-19 Pandemic - Cory A. Buxton, Oregon State University; Kathryn Esther Mcintosh, Oregon State University; Barbara Ettenauer, Oregon State University

Discussant

• Karen L. Mapp, Harvard University