Shifts in Teacher Perspectives on Family Engagement to Support Multilingual Learners

• In Event: AERA Roundtable Session Thursday 8:00 am Four Seasons Ballroom 1
  In Roundtable Session: Parent-Family Engagement in Bi-/Multilingual Education (Table 1)

Abstract

This study reports on design-based research aiming to build capacity for multilingual learners in a Southeastern state. We focus on teachers' developing understanding of family engagement in a literacy graduate program by addressing the research question: How do teacher perspectives on family engagement change over the first year in a graduate program? Our findings demonstrate teacher growth in terms of capabilities, connections, cognition, literacy, and confidence that build dual capacity for family engagement.

Authors

• Hazel Vega, Clemson University

• Emily S. Howell, Clemson University

• Lindsey W. Rowe, Clemson University

• C.C. Bates, Clemson University

• Katie Crook, Clemson University

• Kavita Mittapalli, MN Associates, Inc.

• Amlan Banerjee, National Education Association