Publications | January 2026
Abstract: This article describes how early childhood teachers can partner with culturally and linguistically diverse families to support the early language and literacy development of emergent bilinguals, specifically for pre-kindergarten to first-grade students. The article positions families as valued partners in children’s learning and introduces three partnership roles: teachers and families as learners, knowledge-sharers, and co-facilitators of home learning. Practical examples show how everyday routines, guided play, and back-and-forth conversations in families’ home languages can strengthen bilingual development while building meaningful home–school connections. The article also highlights the role schools and teachers play in creating the structures and supports needed to sustain these partnerships.
Published: January 27, 2026
Publication: The Reading Teacher
CLI Authors: Keisey Fumero, PhD; Sarah Surrain, PhD; Kelly Vaughn, PhD; and Tricia A. Zucker, PhD
Citation: Fumero, K., S. Surrain, K. Vaughn, and T. A. Zucker. 2026. “ From Barriers to Bridges: Promoting Multilingual Language Development Through Parent-Teacher Collaborations in Early Childhood.” The Reading Teacher 79, no. 5: e70040. https://doi.org/10.1002/trtr.70040