03/12/2026
By Zakkiyya Witherspoon

The School of Education invites you to attend a doctoral dissertation defense by Sonia S. Spar “It Is More Than Just Translating! Honoring Family Knowledge, Values and Life Experiences to Support Kindergarten to Second-grade Multilingual Learners."

Candidate: Sonia S. Spar
Degree: Doctoral- Ed.D. Leadership in Schooling
Defense Date: March 21, 2026
Time: 4:30 p.m.
Location: Via Zoom
Thesis/Dissertation Title: It Is More Than Just Translating! Honoring Family Knowledge, Values and Life Experiences to Support Kindergarten to Second-grade Multilingual Learners

Dissertation Committee

  • Chair: Michelle Scribner, Ed.D., Clinical Professor, School of Education, University of Massachusetts Lowell
  • Committee Member: Marjeta Bejdo, Ed.D., Dissertation Mentor – Curriculum and Instruction, School of Education, University of Massachusetts Lowell
  • Committee Member: Linda Riley, Ed.D., Visiting Professor, School of Education, University of Massachusetts Lowell

Abstract
This Dissertation in Practice explores how schools can move beyond translation to build meaningful relationships with non-dominant multilingual families to support their Kindergarten to Second-grade children. Through scaffolded empowerment coaching, CPS3 non-dominant Multilingual Learner (ML) families actively designed and led classroom presentations in their home language for Kindergarten through Second-grade students, sharing their knowledge, values, and life experiences as instructional assets. This 6 weeks qualitative study used improvement science methods to center the voices of families who have been historically marginalized. Multilingual collaborators were a core part of the process. When teachers created space for ML families and stepped away from traditional leadership roles, families were recognized as co-educators, thereby making their knowledge visible in school settings. This shift strengthened relational trust, cultural pride, communication between families and teachers, and active participation among multilingual learners. Qualitative findings report increased self-efficacy of participants in navigating school spaces. The study presents five practical strategies and an implementation plan to promote sustainable, strength-based ML family engagement at CPS3 and the other two municipal CPS schools. Ethical and trauma-informed practices were prioritized in response to the sociopolitical context affecting Latino communities in the U.S. during the study.
Keywords: Assets-based family engagement, multilingual learners, funds of knowledge, funds of identity, early childhood, culturally sustaining pedagogies, participatory research