Date of Award

12-2025

Document Type

Project

Degree Name

Master of Arts in Child, Adolescent, and Family Studies

Department

Child Development

First Reader/Committee Chair

Dr. Stacy Morris

Abstract

This project examines the critical role of parental involvement in supporting bilingual language learning (BLL) among early school-aged children in kindergarten through third grade. Bilingualism offers extensive cognitive, social, cultural, and economic benefits, yet many families face barriers that limit their ability to foster bilingual development at home. Grounded in Vygotsky’s Social Interactionist Theory and Kuhl’s research on sensitive periods of language acquisition, this project developed the Parent Handbook for Supporting Bilingual Language Learning in Early School-Aged Children. The handbook provides parents with accessible, research-based strategies that transform everyday routines into opportunities for bilingual growth. Designed to address barriers such as limited language proficiency, time constraints, and lack of resources, the handbook promotes language-rich home environments and strengthens collaboration between parents and educators. The evaluation plan, using pre- and post-surveys, measures changes in parents’ knowledge, confidence, and involvement in their children’s bilingual learning. Findings from this project aim to highlight the importance of family engagement, reduce stigmas surrounding bilingualism, and provide a model for sustainable, culturally responsive parent resources that enhance children’s linguistic and academic success.

Download

  Contact Author

Share

COinS