Maintaining Harmonious Multilingualism in Trilingual Families in the. U.S.

Disciplines

Bilingual, Multilingual, and Multicultural Education

Abstract (300 words maximum)

The aim of this presentation is to discuss the findings of the research that explored how parents in multilingual families managed the complexities of language and literacy instruction for their children in the United States. Despite the growing number of trilingual households, little is known about the specific strategies parents employ to foster literacy development and address linguistic tensions within the home. Using a qualitative case study approach and drawing upon the framework of Harmonious Multilingualism (HM) (De Houwer, 2020), this research explored the literacy practices of two trilingual families. Our research was guided by the following questions:

  1. What strategies did multilingual families employ to foster literacy development in their children in the U.S.?
  2. How did multilingual families sustain HM within the home?
Family 1 speaks Greek, Arabic, and English, while Family 2 speaks Mandarin, Spanish, and English. Participants were selected through purposeful sampling to ensure representation of families actively engaging in trilingual literacy practices. The selection criteria included: (1) Parents raising at least one trilingual child (ages 5–12) in the U.S., (2) Commitment to incorporating all three languages into daily interactions and literacy activities. (3) Willingness to participate in multiple rounds of interviews and surveys. Families were identified through social media, multilingual parenting forums, and educational outreach programs. Data sources included parent surveys to gather background information on language use and literacy practices. We also conducted initial and follow-up interviews with parents to explore their strategies, challenges, and perceptions of HM. Data were analyzed through iterative coding and thematic analysis, identifying key patterns in how families sustain multilingual literacy environments. This study contributes to a deeper understanding of home-based and school-based literacy practices in trilingual households. Findings offer insights for educators, policymakers, and multilingual families seeking to foster literacy development while preserving cultural and linguistic identities.

Academic department under which the project should be listed

BCOE - Inclusive Education

Primary Investigator (PI) Name

Tuba Angay-Crowder

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Maintaining Harmonious Multilingualism in Trilingual Families in the. U.S.

The aim of this presentation is to discuss the findings of the research that explored how parents in multilingual families managed the complexities of language and literacy instruction for their children in the United States. Despite the growing number of trilingual households, little is known about the specific strategies parents employ to foster literacy development and address linguistic tensions within the home. Using a qualitative case study approach and drawing upon the framework of Harmonious Multilingualism (HM) (De Houwer, 2020), this research explored the literacy practices of two trilingual families. Our research was guided by the following questions:

  1. What strategies did multilingual families employ to foster literacy development in their children in the U.S.?
  2. How did multilingual families sustain HM within the home?
Family 1 speaks Greek, Arabic, and English, while Family 2 speaks Mandarin, Spanish, and English. Participants were selected through purposeful sampling to ensure representation of families actively engaging in trilingual literacy practices. The selection criteria included: (1) Parents raising at least one trilingual child (ages 5–12) in the U.S., (2) Commitment to incorporating all three languages into daily interactions and literacy activities. (3) Willingness to participate in multiple rounds of interviews and surveys. Families were identified through social media, multilingual parenting forums, and educational outreach programs. Data sources included parent surveys to gather background information on language use and literacy practices. We also conducted initial and follow-up interviews with parents to explore their strategies, challenges, and perceptions of HM. Data were analyzed through iterative coding and thematic analysis, identifying key patterns in how families sustain multilingual literacy environments. This study contributes to a deeper understanding of home-based and school-based literacy practices in trilingual households. Findings offer insights for educators, policymakers, and multilingual families seeking to foster literacy development while preserving cultural and linguistic identities.