Family engagement of Nepali parents of dual language learners at Head Start

This study explored the experiences and perceptions of family engagement Nepali-speaking parents dual language learners at Head Start. Using Start framework an equitable collaboration perspective, interviews with 10 families who are refugee backgrounds were analyzed. The benefited from in particular ways (e.g., positive parent–child relationship, lifelong educators learners). However, teacher was not always equitable. Parents reported that their weak English competency discouraged role as advocates leaders teachers’ passive approach to bilingual development limited promotion inclusiveness cultural linguistic responsiveness program. Possible resources strategies towards discussed.