Fostering Inclusive Partnerships: An Inventory of Practices for Engaging Multilingual Families in School Communities

Abstract

Across the United States, the growing number of students who enter K-12 schools from culturally and linguistically diverse backgrounds (CLD) necessitates attention to building inclusive partnerships with CLD families. This conceptual article conveys the experiences of three cohorts of educators who shaped CLD family engagement practices through their involvement in a National Professional Development grant project. It highlights actionable strategies for culturally responsive communication, outreach, and advocacy, emphasizing teachers' roles in fostering equitable partnerships. Drawing from current family engagement frameworks, the article identifies critical components of effective practice and offers practical ideas to inspire transformation in family-school relationships. This work contributes implications for teacher preparation, professional learning, and leadership development.

Department(s)

English

Document Type

Article

DOI

10.1002/tesj.70066

Keywords

culturally and linguistically diverse families, family engagement, national professional development grant, teacher reflection

Publication Date

9-1-2025

Journal Title

Tesol Journal

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