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Family-Teacher Partnerships to Support Culturally and Linguistically Marginalized Children's Successful Transition to School

Family-Teacher Partnerships to Support Culturally and Linguistically Marginalized Children's Successful Transition to School

Judy Paulick, Natalia Palacios, Amanda Kibler
Copyright: © 2021 |Pages: 19
ISBN13: 9781799844358|ISBN10: 1799844358|ISBN13 Softcover: 9781799855880|EISBN13: 9781799844365
DOI: 10.4018/978-1-7998-4435-8.ch014
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MLA

Paulick, Judy, et al. "Family-Teacher Partnerships to Support Culturally and Linguistically Marginalized Children's Successful Transition to School." Supporting Children’s Well-Being During Early Childhood Transition to School, edited by Sanja Tatalović Vorkapić and Jennifer LoCasale-Crouch, IGI Global, 2021, pp. 303-321. https://doi.org/10.4018/978-1-7998-4435-8.ch014

APA

Paulick, J., Palacios, N., & Kibler, A. (2021). Family-Teacher Partnerships to Support Culturally and Linguistically Marginalized Children's Successful Transition to School. In S. Tatalović Vorkapić & J. LoCasale-Crouch (Eds.), Supporting Children’s Well-Being During Early Childhood Transition to School (pp. 303-321). IGI Global. https://doi.org/10.4018/978-1-7998-4435-8.ch014

Chicago

Paulick, Judy, Natalia Palacios, and Amanda Kibler. "Family-Teacher Partnerships to Support Culturally and Linguistically Marginalized Children's Successful Transition to School." In Supporting Children’s Well-Being During Early Childhood Transition to School, edited by Sanja Tatalović Vorkapić and Jennifer LoCasale-Crouch, 303-321. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-4435-8.ch014

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Abstract

In this chapter, the authors focus on research-based strategies that support teachers to learn about the assets and wealth that culturally and linguistically marginalized (CLM) families possess. The authors explore how to support CLM families' agency to engage with their children's schooling in ways that specifically reflect these families' needs and strengths. Across this chapter, the authors will respond to the following questions: (1) Who are CLM families? (2) What are issues in teacher-family collaboration? (3) What are concrete strategies for collaborating with CLM families at the transition to schooling? (4) How can researchers and practitioners empower teachers and support families to collaborate in service of children? (5) What do researchers and practitioners still need to learn about collaboration with CLM families, and how might they learn it? The authors offer specific recommendations for teachers working with CLM families, as well as insight into the challenges and possible future directions in this area of research.

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