“It All Comes Full Circle”: The Impact of Multilingual Literacy Pedagogies With Teachers, Students, and Families

ABSTRACT This study examines how sustained professional development (PD) in multilingual literacy pedagogies shapes teacher's pedagogical practices and interactions with students and caregivers. Situated in a high‐needs district in the Southeastern U.S., the PD was embedded in a two‐year online MEd program with a cohort of 23 teachers, paired with a caregiver literacy course for multilingual families. Using a case study approach, we closely analyzed two focal kindergarten teachers, their students ( n = 117) across three school years, and student caregivers ( n = 6) to explore the ecological reach of the PD. Data sources included teacher interviews, surveys, and multimodal coursework; student surveys; and caregiver surveys. Drawing on sociocognitive theory and culturally sustaining pedagogies (CSP), findings show increases in teacher knowledge, self‐efficacy, and implementation, alongside strengthened relationships with caregivers. Caregivers reported increased confidence and knowledge in supporting children's language and literacy practices, highlighting the reciprocal nature of learning across school and home. Students showed growth in literacy engagement, with teacher observations underscoring shifts in participation and confidence. This full circle effect demonstrates that PD designed for teachers can have sustained, systemic impact when extended to the broader educational ecology. The study offers implications for research, professional learning design, and policy aimed at sustaining multilingual students' linguistic and cultural resources through coordinated teacher and caregiver support.