Teachers Strengthening Partnerships With Multilingual Families During the Pandemic

Abstract

The authors describe lessons learned from research on how teachers and districts can better support the education of multilingual learners—including insights gained from remote learning in response to COVID-19—through deepening relationships and understandings with multilingual families.

Keywords:

• anti-racist education
• COVID-19
• family engagement
• multilingual learners

Acknowledgments

This research was supported by a grant from the U.S. Department of Education Office of English Language Acquisition (#T365Z160134). The views expressed are those of the authors and do not necessarily reflect the views of the funder. Human Subjects (IRB) approval: This study was reviewed and approved by the IRB at Education Northwest. IRB approval #67.

Additional information

Notes on contributors

Cory Buxton

Cory Buxton is a Professor of science education. Email: [email protected]

Kathryn McIntosh

Kathryn McIntosh is an Associate Professor of ESOL/bilingual and literacy education. Email: [email protected]

Barbara Ettenauer

Barbara Ettenauer is a doctoral research assistant. Email: [email protected]

Jamey Burho

Jamey Burho is a post-doctoral research associate. Email: [email protected]