2026/07/29 by Katie M. Crook, Emily Howell, Lindsey W. Rowe +2
paper · doi:10.1002/trtr.70088
crossref issued 2026/07/29 · crossref published 2026/07/29 · crossref published-online 2026/07/29 · crossref created 2026/07/30 · crossref deposited 2026/07/30 · crossref indexed 2026/07/30 · crossref published-print 2026/09/01
ABSTRACT Early literacy instruction in the U.S. often centers monolingual, English‐dominant practices that marginalize multilingual learners and their families. This qualitative design‐based research study examines a family literacy initiative that engaged caregivers and teachers as co‐designers of a multilingual, multimodal literacy resource bag. Using the MultiSemiotic Architecture Framework, we analyzed qualitative data to explore how collaborative text selection can advance linguistic justice in early childhood education. Findings highlight five themes that shaped intentional text selection and supported multilingual home literacy practices: content, language, cultural relevance, curricular alignment, and collaborative modifications. By centering families' cultural and linguistic resources, the project disrupted monolingual norms and cultivated partnerships that bridged school and home literacies. The study offers practical implications for educators and researchers seeking to design family literacy initiatives that sustain home languages and affirm multilingual families' expertise.