'It All Comes Full Circle': The Impact of Multilingual Literacy Pedagogies with Teachers, Students, and Families
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| Title: | 'It All Comes Full Circle': The Impact of Multilingual Literacy Pedagogies with Teachers, Students, and Families |
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| Language: | English |
| Authors: | Victoria Pennington (ORCID |
| Source: | Reading Research Quarterly. 2026 61(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2026 |
| Sponsoring Agency: | Office of English Language Acquisition (OELA) (ED) |
| Contract Number: | T365Z210089 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Preschool Teachers, Kindergarten, Faculty Development, Multilingualism, Literacy, Literacy Education, Pedagogical Content Knowledge, Self Efficacy, Child Caregivers |
| DOI: | 10.1002/rrq.70105 |
| ISSN: | 0034-0553 1936-2722 |
| Abstract: | This study examines how sustained professional development (PD) in multilingual literacy pedagogies shapes teacher's pedagogical practices and interactions with students and caregivers. Situated in a high-needs district in the Southeastern U.S., the PD was embedded in a two-year online MEd program with a cohort of 23 teachers, paired with a caregiver literacy course for multilingual families. Using a case study approach, we closely analyzed two focal kindergarten teachers, their students (n = 117) across three school years, and student caregivers (n = 6) to explore the ecological reach of the PD. Data sources included teacher interviews, surveys, and multimodal coursework; student surveys; and caregiver surveys. Drawing on sociocognitive theory and culturally sustaining pedagogies (CSP), findings show increases in teacher knowledge, self-efficacy, and implementation, alongside strengthened relationships with caregivers. Caregivers reported increased confidence and knowledge in supporting children's language and literacy practices, highlighting the reciprocal nature of learning across school and home. Students showed growth in literacy engagement, with teacher observations underscoring shifts in participation and confidence. This "full circle" effect demonstrates that PD designed for teachers can have sustained, systemic impact when extended to the broader educational ecology. The study offers implications for research, professional learning design, and policy aimed at sustaining multilingual students' linguistic and cultural resources through coordinated teacher and caregiver support. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503967 |
| Database: | ERIC |
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| Abstract: | This study examines how sustained professional development (PD) in multilingual literacy pedagogies shapes teacher's pedagogical practices and interactions with students and caregivers. Situated in a high-needs district in the Southeastern U.S., the PD was embedded in a two-year online MEd program with a cohort of 23 teachers, paired with a caregiver literacy course for multilingual families. Using a case study approach, we closely analyzed two focal kindergarten teachers, their students (n = 117) across three school years, and student caregivers (n = 6) to explore the ecological reach of the PD. Data sources included teacher interviews, surveys, and multimodal coursework; student surveys; and caregiver surveys. Drawing on sociocognitive theory and culturally sustaining pedagogies (CSP), findings show increases in teacher knowledge, self-efficacy, and implementation, alongside strengthened relationships with caregivers. Caregivers reported increased confidence and knowledge in supporting children's language and literacy practices, highlighting the reciprocal nature of learning across school and home. Students showed growth in literacy engagement, with teacher observations underscoring shifts in participation and confidence. This "full circle" effect demonstrates that PD designed for teachers can have sustained, systemic impact when extended to the broader educational ecology. The study offers implications for research, professional learning design, and policy aimed at sustaining multilingual students' linguistic and cultural resources through coordinated teacher and caregiver support. |
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| ISSN: | 0034-0553 1936-2722 |
| DOI: | 10.1002/rrq.70105 |
