This article presents survey data from across Minnesota on educator perceptions of multilingual family engagement practices in K-12 schools. Based on the survey results, policy recommendations are made for improving culturally responsive practices, multilingual communication practices and staffing, and ongoing training and support for high-quality multilingual family engagement practices.
Keywords: Elementary, Middle School, Secondary, Family Engagement, Cultural Responsiveness, Translation, Interpretation
Family engagement is critical to student success, particularly for multilingual learners. Effective communication between schools and families ensures that families understand educational policies, programs, and support systems. However, barriers in language, culture, and systemic inequities can hinder engagement. This study reports on Minnesota educators’ perceptions of school communication practices and the extent to which multilingual families understand school policies.
The research utilized a survey adapted from instruments developed in collaboration with the U.S. Department of Education, multiple state agencies, and academic institutions. The survey included 52 prompts addressing various educational topics, and responses were gathered from 314 participants in public, charter, tribal, and private schools. By analyzing survey responses, this study seeks to identify strengths and areas for improvement in multilingual family engagement, ultimately informing policy and practices to increase educational equity and inclusivity.
What does the literature say about multilingual family engagement?
Research consistently highlights the significance of building strong partnerships between educators and multilingual families to enhance student learning outcomes. Several studies also highlight the importance of intentional family engagement practices, which support educators in connecting with culturally and linguistically diverse families and increase multilingual parent involvement.
Both Housel (2020) and Boettcher (2022) emphasized the importance of supporting educators’ enhanced engagement strategies and strong collaborative partnerships among families, schools, and communities. Housel (2020) explored how parental involvement has become more prominent in public schooling while Boettcher (2022) argued that educators’ efforts to create welcoming school environments and positive relationships with multilingual families increased student learning support. Boettcher’s review suggests that positive relationships between school staff and parents are important for parent engagement. Coady and Ankeny (2019) provided educators with a conceptual framework for examining multilingual family engagement through a lens of culturally and linguistically differentiated practices and emphasis on communicating in a language families understand. Examining how policies and practices support multilingual family engagement can build on this research foundation.
State and federal policies increasingly recognize the vital role of multilingual family engagement in promoting educational equity and student success. Federal policies mandate parent involvement and financial set-asides, and states tend to mirror this priority in their own education legislation. Minnesota aligns with federally required family engagement policies (ESSA, 2015) by recognizing multilingual learners’ unique educational needs in the LEAPS Act (2014). Recent research explored how state laws, such as Minnesota’s LEAPS Act, cultivate multilingual family engagement and student success (Katsiaficas & Park, 2018). Research indicates that Minnesota’s linguistic diversity, with approximately 12% of the population speaking a language other than English at home (Minnesota Education Equity Partnership, 2024), underscores the critical need for investment in multilingual learners and families. Huelster et al. (2017), in a study of Saint Paul Public Schools parent engagement practices, emphasized the important connection between parental engagement and school district leaders to ensure a more equitable multilingual environment. Findings highlighted the need to review the implementation of federal and state laws related to family engagement and address gaps between mandates and practices. Thoughtful innovation increases equitable access for families. A collaborative state policy project in the western United States provides promising innovations for equitable engagement, a framework designed to engage nondominant families in educational equity reform through capacity building and elevating families as experts and educational leaders (Ishimaru, 2019). While these policies and initiatives provide a strong foundation for multilingual family engagement, gaps remain in the research regarding effective implementation in diverse educational settings.
Though research on family engagement has consistently demonstrated that the connection between the home and school is essential to support child learning and overall well-being, limited studies address how educators can increase family engagement with multilingual parents in Minnesota. This article addresses this gap by exploring educators’ perspectives on multilingual family engagement and identifying strategies to strengthen collaboration between schools and diverse communities.
Thus, this collaborative paper aims to identify strengths and areas for improvement in multilingual family engagement in Minnesota. Its goal is to inform policies and practices that enhance educational equity and inclusiveness in schools across the state. Since the existing literature shows a crucial gap in addressing multilingual families, this paper advocates for policy changes to strengthen consistency in language access and provide targeted resources that support multilingual families’ engagement in their children’s education.
What was our research process?
The survey included 52 prompts addressing school environments, staff knowledge, professional learning, and family engagement. The questions were Likert-scale prompts, multiple-choice, and open-ended. Finally, the survey included demographic questions about organizational affiliation, role, and language background.
The questions were adapted from research instruments developed by a collaborative state partnership, including Arkansas, Arizona, Ohio, Michigan, Mississippi, Washington, and Wisconsin, with support from the Council of Chief State School Officers (CCSSO), California State University Northridge (CSUN) and University of California, Los Angeles (UCLA) and funding from the U.S. Department of Education.
The Wilder Research Institutional Review Board (IRB) classified the research as exempt from full review, indicating that the study posed minimal risk to participants based on the survey content and target audience. Survey information and consent documentation were shared with survey participants at the beginning of the survey, and survey participation was incentivized through a stipend opportunity.
A subset of survey prompts that addressed educator perceptions of family engagement was identified to address the following research questions:
- How do educators view school communication for multilingual families?
- How do educators perceive multilingual families’ understanding of school policy?
- How well does Minnesota support multilingual families?
The survey was disseminated strategically to ensure representation from both urban and rural school districts as well as various roles in those schools. Dissemination took place through the MinneTESOL email distribution list, the Minnesota Department of Education (MDE) English Learner Coordinator’s Newsletter, several non-profit newsletters, and a University Facebook Group. The survey link was also disseminated through publicly available MDE contact lists, including Bilingual Family Engagement Liaisons, Programs Coordinators for Bilingual Seals, District English Learner Coordinators, Migrant Liaisons, and WIDA eLearning Coordinators.
Who responded to the survey?
A total of 314 individuals responded to some or all of the survey questions. At the end of the survey, respondents were given the option to share demographic information, including their role, district, and language background. Of the survey respondents who disclosed their roles, 49 percent identified as teachers, including Classroom Teachers (27 percent) and English Language Development teachers (22 percent). Additional respondents included English Learner Coordinators (8 percent), School Administrators (7 percent), and Education Support Professionals (6 percent). The remaining 30 percent reported their role as Other (e.g. instructional coach, school counselor, special education teacher, speech-language pathologist, parent engagement coordinator, Q Comp coordinator, and liaison.) Respondents who disclosed their district affiliation (N=151) represented 76 public school districts in Minnesota as well as 15 charter, tribal, or private schools and cooperatives.
Respondents were asked to report on language fluency. Between one to five respondents reported conversational fluency in French, German, Swedish, Finnish, Italian, Norwegian, Portuguese, Vietnamese, Russian, Hindi, Ojibwe, and American Sign Language, and more than 50 respondents indicated fluency in Spanish, for a total of 73 respondents with conversational language fluency in languages other than English.
How do educators view school communication for multilingual families?
The survey asked participants to rate their knowledge on various topics related to school communication and family engagement. Between 240-245 participants gave their opinion in response to statements using a six-point scale (strongly disagree, moderately disagree, slightly disagree, slightly agree, moderately agree, strongly agree) as depicted in Table 1: School Communication and Table 2: Educator Perceptions of Family Knowledge. For each item, participants also had the option of indicating that they were unsure. Those responses, ranging from 12 to 85 educators on each item, were not included in the tables below.
Table 1. School Communication Responses
| Survey Question | N= | Strongly Disagree | Moderately Disagree | Slightly Disagree | Slightly Agree | Moderately Agree | Strongly Agree |
|---|---|---|---|---|---|---|---|
|
Our school implements effective procedures for communicating with families of our multilingual learners |
240 | 4% | 12% | 9% | 21% | 35% | 20% |
|
Our school knows the preferred language of communication of the families of our multilingual learners |
248 | 2% | 6% | 4% | 15% | 29% | 44% |
Approximately 77% of survey respondents shared their views on school communication with multilingual families. Seventy-six percent agreed that their school has effective communication procedures, with 20% strongly agreeing. However, 25% responded with some level of disagreement about the effectiveness of communication procedures, indicating a potential need for improvement in multilingual family communication practices. Regarding school’s knowledge of language preference for communication with multilingual families, 88% of respondents agreed that their school effectively knows these preferences, with 44% strongly agreeing. The data suggests that schools have strong systems in place for tracking multilingual families’ language preferences.
How do educators perceive multilingual families’ understanding of school policy?
The survey asked participants to rate their perception of multilingual families’ English language development programming knowledge. Between 164 and 207 participants reported their knowledge on a six-point scale (strongly disagree, moderately disagree, slightly disagree, slightly agree, moderately agree, strongly agree), as depicted in Table 2: Educator Perceptions of Family Knowledge. For each item, participants also had the option of indicating that they were unsure.
Table 2. Educator Perceptions of Family Knowledge Responses
| Survey Question | N= | Strongly Disagree | Moderately Disagree | Slightly Disagree | Slightly Agree | Moderately Agree | Strongly Agree |
|---|---|---|---|---|---|---|---|
|
Families of our English learners understand why their child was classified as an English learner |
207 | 2% | 3% | 5% | 16% | 41% | 33% |
|
Families of our multilingual learners are aware of the ELD programs/services available at this school |
189 | 3% | 3% | 8% | 26% | 38% | 22% |
|
Families of our English learners understand that they can decline (or opt out of) ELD services |
165 | 2% | 3% | 9% | 22% | 33% | 32% |
|
Families of our English Learners are aware of the criteria for exit/reclassification |
164 | 3% | 7% | 13% | 33% | 30% | 13% |
Approximately 58% of survey respondents shared their perceptions of families’ understanding of English language development programming. The majority, between 76%to 90%, agreed with statements about families knowing the processes of English language development (ELD) programs. The highest percentage of agreement at 90%, 86%, and 87%, respectively, was that families knew how their child qualified for ELD services, knew ELD services were offered, and how to opt out of them. The lowest agreement, at 76%, was regarding exiting criteria for ELD programming. The data suggests a focus on communication improvement for families regarding ELD program processes and student reclassification.
How well does Minnesota support multilingual families?
The survey also asked respondents to rate the level of support for multilingual learner families in Minnesota on a scale from 1 (no support) to 10 (very high support). The average rating was 5.9 based on 223 total responses. Additionally, 79 respondents provided comments in response to the follow-up question, “What would be needed to increase your rating?” Comments were coded into themes in Table 3 (Gozali-Lee & Washington, 2024).
Table 3. Themes for Increasing Support for Multilingual Learner Families
| Response Themes | Responses in Category (N=79) | |
|---|---|---|
|
Cultural responsiveness (e.g., more cultural inclusiveness in school activities) |
20% |
|
|
Communication (e.g., increase communication with families; inform families about resources/how to navigate educational systems) |
19% | |
|
Resources/supports from government/community (e.g., feedback loops for families to share their needs with government, MDE to provide models for best practices to support multilingual learner families) |
17% | |
|
Supports (e.g., support for families or schools with multilingual families in rural areas or greater MN, coordination of supports between school and community) |
11% | |
|
Staffing (e.g., more bilingual staff, cultural liaison staff) |
10% | |
|
Funding (e.g., increase funding for liaison supports, more funding in rural areas) |
9% | |
|
Education and training for professionals (e.g., more education/training for all school staff in how to support multilingual learner families) |
5% | |
|
Programs (e.g., supports for ECSE programs) |
1% | |
|
Staff qualifications (e.g., evaluation of staff) |
1% | |
|
Other |
6% |
|
The following comments highlight some of the opportunities and obstacles related to multilingual family engagement. One survey respondent noted:
It seems there are many community supports available for our families, though I don’t know how well the supports are communicated with the families. I know there’s work needed in the language access for families as well.
Another respondent shared:
I don’t feel we do a great job of surveying our families to see what they need from us in the schools when we provide sessions or supports. We need to be more culturally responsive to the needs of our families and community in our programming and language access.
Additional challenges were highlighted by a respondent from a rural area:
Many multilingual families in rural areas have absolutely no one in the school their children attend that can even speak to them [the parents] in their own language. Providing school districts in rural MN with not only the resources, but especially the funding to accomplish this would be very beneficial for these families.
Additional suggestions included:
More family-friendly translated materials in a greater number of languages. Schools should connect with ALL families of multilingual learners, not just those receiving services.
Finally, a respondent highlighted the need for cultural inclusivity:
I think in our schools we provide good communication in the first language, but I don’t think we think beyond that. I do not see very much evidence of recognizing that the first culture of multilingual families is valued and included.
What are the implications of this data?
The data highlights key areas for improvement in supporting multilingual families within schools. The highest priority, cited by 20% of respondents, is in increasing staff’s cultural responsiveness, emphasizing a need for cultural inclusiveness in school activities. Schools should integrate culturally relevant events and materials to increase family connections. Staff could start by talking with families. As one participant stated, “I don’t feel we do a great job of surveying our families to see what they need from us…” Effective multilingual communication remains a concern, with 25% of respondents disagreeing that their school has effective multilingual communication procedures and 19% indicating a need for better information sharing about resources and navigating educational systems. There is a clear need for communication regarding English learner programming and student exiting decisions. Establishing multilingual communication pathways ensures families understand available support.
Resources and support from government and community agencies were identified by 17% of respondents desiring more collaboration with the MDE and other community agencies to provide ongoing, systemic support to families. Building on the current state statute establishing the Regional Centers of Excellence (Minn. Stat. § 120B.115, 2024) which has now been expanded across the state through the COMPASS initiative (Minn. Stat. § 121A.201, 2024), would increase collaboration and shared accountability for student achievement.
Eleven percent of respondents highlighted the need for greater multilingual support, while 10% emphasized the importance of expanding multilingual staffing, particularly in rural areas. These findings suggest that staffing and financial investments are critical for bridging gaps in multilingual family engagement. Increasing state funding for interpretation and translation costs would reduce districts’ financial burden and increase equitable access for families across the state.
Schools need to adopt a multifaceted approach to multilingual family engagement. This approach should include increasing cultural inclusivity, ensuring effective communication pathways, building stronger community partnerships, and advocating for more financial resources and staffing to support multilingual families better.
What are the limitations of this study?
The survey sample size was modest (N=314) and was administered only in English, which may have excluded some multilingual participants. Future surveys should address these limitations by broadening dissemination and language accessibility. Additionally, the timing of the survey preceded significant sociopolitical shifts. The survey was administered from late November 2023 to early March 2024. Since that time, the educational landscape has shifted dramatically in response to the 2024 presidential election, which has engendered hostilities towards immigrant families and maligned inclusive practices in public education. If this survey was readministered today, educator perceptions related to multilingual family engagement would likely exemplify distinctive situational challenges.
What do we recommend for further action?
The study highlights the need for stronger multilingual family engagement through clear policies, additional resources, and targeted school staff training. A primary policy recommendation is ELD program communication in multiple languages, provided consistently and effectively. Additionally, the state-mandated Language Access Plan (Minn. Stat. § 123B.32, 2024), required in the 2025-2026 school year, should be fully implemented to ensure all staff and families have access to interpreters and translated materials.
These policy changes require expanded resources. MDE should provide schools with multilingual communication tools, including slideshows, multimedia resources, and translated materials. Allocate funding to support multilingual staffing, particularly in rural and smaller school districts with limited resources.
Training is another critical component for improvement. School district leaders and communication directors should receive professional development on best practices for multilingual family engagement. Furthermore, standardized job descriptions and onboarding materials should be created for multilingual paraprofessionals and cultural liaisons. Additional training should focus on outreach strategies, interpretation of best practices, and developing clear communication pathways, including translated brochures and focus groups.
Implementing these recommendations can help schools create a more inclusive and supportive environment for multilingual families, ultimately enhancing student success and engagement.
References
Boettcher, E. E. (2022). Increasing multilingual parent engagement: A literature review [Master’s thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/889
Coady, M. R., & Ankeny, R. (2019). Engaging multilingual families in the US: Research and practice for educators. LEARN Journal. Irish Learning Support Society (ILSA).
Every Student Succeeds Act (ESSA), 20 U.S.C. § 6301 (2015). https://www.congress.gov/bill/114th-congress/senate-bill/1177
Gozali-Lee, E., & Washington, P. (June 2024). Gaps and opportunities in professional development of Minnesota English learner educators: Results of statewide survey. https://www.wilder.org/wilder-research/research-library/gaps-and-opportunities-professional-development-minnesota-english
Housel, D. A. (2020). Supporting the engagement and participation of multicultural, multilingual immigrant families in public education in the United States: Some practical strategies. School Community Journal, 30(2), 185-209. https://files.eric.ed.gov/fulltext/EJ1276851.pdf
Huelster, H., Norton, K., Skogen, M., & Wilson, S. (2017). Family engagement compliance and practices at Saint Paul Public Schools. [Master’s thesis, University of Minnesota] University Digital Conservancy. https://conservancy.umn.edu/items/98c5a393-c0b3-41df-aa48-8aace89e9413
Ishimaru, A. M. (2019). From family engagement to equitable collaboration. Educational Policy, 33(2), 350-385. https://doi.org/10.1177/0895904817691841
Katsiaficas, C., & Park, M. (2018). Minnesota’s superdiverse and growing dual language learner child population. Migration Policy Institute. https://www.migrationpolicy.org/research/minnesota-superdiverse-dual-language-learners
Learning English for Academic Proficiency and Success (LEAPS) Act, H.F. 2397, 88th Leg. (Minn. 2014) (enacted).
Minnesota Education Equity Partnership. (2024, March 26). How Minnesota can address its education debt to English learners. https://www.mneep.org/2024/03/26/how-minnesota-can-address-its-education-debt-to-english-learners/
Minn. Stat. § 120B.115 (2024). https://www.revisor.mn.gov/statutes/cite/120B.115
Minn. Stat. § 121A.201 (2024). https://www.revisor.mn.gov/statutes/cite/121A.201
Minn. Stat. § 123B.32 (2024). https://www.revisor.mn.gov/statutes/cite/123B.32
