Abstract
ABSTRACT This study investigated the pandemic-era schooling experiences of teachers and families of multilingual learners (MLLs) in the United States, using a strength-based lens to explore innovative, collaborative, and responsive practices. Using a multiple-case study design of three Midwestern districts, we probed how teachers and parents carved out and filled up spaces to facilitate sound practice for MLLs. Findings indicate that stakeholders collaboratively established structures to (a) enhance communication, (b) prioritize holistic well-being, (c) recognize cultural and linguistic strengths, and (d) provide innovative pedagogy. Implications center on building from strengths to transform policy and practice with MLLs in post-pandemic schools.
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