This compilation of research and stories from the field about multilingual family-school partnerships explores where systemic inequities exist at the school, district, or community level, and consider strategies that disrupt normative ways in which multilingual families are included in educational decisions. The authors present family-school partnerships in educational and non-educational settings across the United States, and identify frameworks, models, and practices for engaging multilingual families in schooling. This edited volume is organized into four sections. Section one, School District Collaborations with Multilingual Families, describes how districts honor the knowledge of multilingual parents as foundational tenets in their collaborative work with them. Section two, School Leadership Approaches to Engaging Multilingual Families, focuses on how school leaders enacted critical approaches to building relationships with multilingual families. Section three, Educator Partnerships with Multilingual Families, explores educators approaches to developing relationships with multilingual families. Section four, Multilingual Families as Leaders in School Partnerships, highlights the visible and invisible ways that multilingual parents contribute to the overall success of their children. Each chapter offers examples of successes and challenges of partnerships with multilingual families and how they can help to transform school communities.
Foreword by Katherine E. L. Norris
Introduction: Advancing Culturally Responsive and Socially Just Approaches to
Multilingual Family-School Partnerships, Kristine S. Lewis Grant
Section 1: School District Collaborations with Multilingual Families
Chapter 1: Collaborative Multilingual Families Story Making that Transcends
School Policies and Practices of Inequity at Community Translanguaging
Spaces, Kim H. Song and Nicole King
Chapter 2: From Receiver to Contributor: Redefining the Role of Multilingual
Families in School and Community Partnerships, Marķa Isolina Bravo-Ruiz and
Michelle Haj-Broussard
Section 2: School Leadership Approaches to Engaging Multilingual Families
Chapter 3: Humanizing Family Outreach: The Story of Los Angeles County Office
of Education Parent & Family Education and Consultation Program, Jael Ovalle,
Rami Christophi, and Jen Stacy
Chapter 4: Social Justice Leadership: Leading through Times of Deportability,
Melissa Ledesma and Christine W. Nganga
Chapter 5: Three Bridges: A Framework for Culturally Responsive Brokering in
Multilingual Family-School-Community Engagement, Vera J. Lee, Kristine S.
Lewis Grant, Barbara Hoekje, and Karena A. Escalante
Section 3: Educator Partnerships with Multilingual Families
Chapter 6: Family-School Partnerships with Multilingual Families: A Two-Way
Street for Change, Natalia A. Ward, John Mooneyham, and Clara Lee Brown
Chapter 7: Advancing Culturally Responsive and Socially Just Approaches to
Multilingual Family School Partnerships, Liz Murray
Chapter 8: Learning to Learn from Families: Professional Development for
Culturally Responsive Relationships with Parents and Caregivers, Kristen H.
Perry, Susan Chambers Cantrell, Sara Saberimoghaddam, and Brittany Manion
Chapter 9: Engaging in a Multilingual Family Literacy Program: An Evolving
Collaborative Approach, Jacqueline Lynch and Jennifer Mirabal
Section 4: Multilingual Families as Leaders in School Partnerships
Chapter 10: Illuminating the Immigrant Bargain: Multilingual Asian Immigrant
and Asian American Families Cultivating Leadership Capabilities and
Challenging Systematic Barriers, Peggy A. Kong, Stephanie Smith Budhai,
Xinwei Zhang, Anu Sachdev, Xiaoran Yu, and Nino Dzotsenidze
Chapter 11: Voices of Multilingual Mothers in Early Care and Education
Settings, Amanda N. Spalter and Lorena Mancilla
Chapter 12: Latinx Mothers Take the Lead: Epistemic Narratives to Construct
Family-School Partnerships, Eileen Cardona Osieja
Chapter 13: A New Language, a New Culture, and a New Way of Thinking:
Examining How Parents Navigate Barriers to Support Their Emerging
Multilingual Learners, Yang Wang, Eurydice Bouchereau Bauer, Lenny Sįnchez,
Wenyu Guo, Ling Hao, and Kyungjin Hwang
Conclusion: Where Do We Go from Here?, Vera J. Lee
Index
Vera J. Lee is clinical professor of literacy studies at Drexel Universitys School of Education, and chair of the Teaching, Learning, and Curriculum Department.
Kristine S. Lewis Grant is clinical professor in Drexel Universitys School of Education.
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