Date of Award

Fall 2025

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Terrance McAdoo

Abstract

Family engagement can positively impact a student’s academic performance, attendance, literacy, and behavior at school (Bachman et al., 2021; Garbacz et al., 2018; Houri et al., 2019; Karge & Lansky, 2011; Robinson et al., 2022). However, there are several barriers to school-family communication, including additional responsibilities outside the school setting and socioeconomic factors. Parents and families who have limited/no English literacy skills face additional barriers to participation because of the lack of language support from schools in communicating events, providing access to language support at events, and parent perceptions of school acceptance (Arellanes et al., 2023; Perrigo et al., 2022; Snell, 2018).  The disconnect between the school and the families of non-native English speakers leads to a lack of communication and support, which inhibits mutual trust and understanding (Arellanes et al., 2023; Baker et al., 2016; Protacio et al., 2021; Snell, 2018).

The purpose of this action research qualitative case study was to investigate the impact of increased translated family communication on parent engagement and student success for limited—or non-English-language families in a middle school in the southeastern United States through the incorporation of a translated weekly video newsletter. Data was collected throughout the four-week intervention in the form of document collection, observations, semi-structured family interviews with an interpreter, and researcher notes. This data was triangulated to ensure validity. Family and student participants were members of my class. They provided informed consent to participate in the study, which included three family members who participated in interviews with an interpreter. These interviews were conducted over the phone with the interpreter, family participant, and me, and were subsequently transcribed in English for data analysis.

The study found that families with limited or no English proficiency were concerned about their students’ education and faced additional barriers to accessing equitable communication and engagement, including language, technology, time, and work schedules. Additionally, the intervention demonstrated promising results, with an increase in student achievement and improved behavior. However, the study intervention did not show an increase in home-school communication.

Additional research is needed in this area to determine how to meet the needs of families with limited or no English proficiency, a marginalized group. Due to the number of participants, a study with additional participants may bring additional data that can provide new strategies and interventions to support this group. Likewise, further research in the middle school setting is needed, as this is a transitional time in students’ lives, and parents are navigating unfamiliar territory as their child moves from childhood to adulthood.

Rights

© 2025, Melinda Hope Burnette

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