In her innovative book, Connecting School and the Multilingual Home: Theory and Practice for Rural Educators, Maria R. Coady challenges educators to reimagine (im)migrant families in U.S. rural settings as multilingual families and engage them in novel ways. Through this new framing, Coady provides a fresh perspective on how schools and educators can understand, learn from, and engage with multilingual rural families. Such a perspective is vital as it has been found that family engagement increases student achievement and academic performance as well as higher educational aspirations (Semke & Sheridan, 2012); therefore, understanding rural multilingual families and engaging them is essential for the success of multilingual youth. With preservice and in-service educators in mind, Coady introduces a model of differentiated family engagement for rural multilingual families in order to build relationships of trust between schools and families. Today, immigrant communities are moving beyond traditional gateway cities to settle in rural communities including rural settings where educators are not prepared for this new population. As many of the educators in these settings are White, monolingual, middle class females, they may struggle to connect with their culturally and linguistically diverse students. This is concerning in that teachers need to be aware of the cultural and linguistic capital that their students bring to the classroom in order to make learning relevant and meaningful. Thus, Coady’s work is imperative for educators to better understand the growing diverse population in their schools while also adding to the literature on family engagement with multilingual learners and their families in rural settings. This 8-chapter book serves as a guide for pre-service and in-service teachers to reflect on and take action to support multilingual rural families in their current or future schools. Drawing on her vast experience working with rural multilingual families and schools in the U.S. context and abroad, Coady argues that teachers need to view (im)migrant students and their families as multilinguals in order to perceive their cultural and linguistic resources and to leverage them through family engagement. From this starting point, Coady introduces her evidence-based practices to help teachers engage with rural multilingual families ultimately for the success of students. In this review, I describe each of the chapters of the book. Then I speak across the book, suggesting ways to improve engagement between schools and multilingual families in rural settings. The first chapter of the book, Rural Multilingual Family Engagement in the 21st Century, introduces the reader to the growing population of multilingual communities within the United States, calls into question notions of rurality, and core to Coady’s work, challenges educators to rethink the labels they assign to (im)migrant populations. Just as others have called for the eradication of deficit labeling for individual students in schools in order to underscore their linguistic assets (e.g., using the term multilingual learners versus limited English proficient); Coady advances this idea further by reframing (im)migrant communities and families as

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连接学校和多语言家庭：农村教育者的理论与实践，Coady 和 Maria。R。

在她的创新著作《连接学校和多语言家庭：农村教育工作者的理论与实践》中，Maria R. Coady 挑战教育工作者将美国农村环境中的（移民）家庭重新想象为多语言家庭，并以新颖的方式让他们参与进来。通过这个新框架，Coady 为学校和教育工作者如何理解、学习和接触多语言农村家庭提供了一个全新的视角。这种观点至关重要，因为已经发现家庭参与可以提高学生的成绩和学业成绩以及更高的教育抱负（Semke & Sheridan，2012）；因此，了解农村多语种家庭并让他们参与进来对于多语种青年的成功至关重要。考虑到职前和在职教育者，Coady 为农村多语种家庭引入了差异化家庭参与模式，以在学校和家庭之间建立信任关系。今天，移民社区正在超越传统的门户城市，在农村社区定居，包括教育工作者没有为这一新人口做好准备的农村地区。由于这些环境中的许多教育工作者是白人、单语种、中产阶级女性，他们可能难以与文化和语言多样化的学生建立联系。这是令人担忧的，因为教师需要意识到他们的学生带到课堂上的文化和语言资本，以使学习具有相关性和意义。因此，Coady 的工作对于教育工作者更好地了解他们学校中不断增长的多样化人口至关重要，同时还增加了有关家庭与农村环境中多语言学习者及其家庭互动的文献。这本 8 章的书为职前和在职教师提供了指导，让他们反思并采取行动支持当前或未来学校中的多语种农村家庭。凭借她在美国和国外与农村多语言家庭和学校合作的丰富经验，Coady 认为教师需要将（移民）学生及其家庭视为多语者，以便感知他们的文化和语言资源，并通过家庭参与。从这个出发点，Coady 介绍了她的循证实践，以帮助教师与农村多语言家庭互动，最终实现学生的成功。在这篇评论中，我描述了本书的每一章。然后我在整本书中发言，建议如何改善农村环境中学校和多语种家庭之间的参与。这本书的第一章，21 世纪的农村多语言家庭参与，向读者介绍了美国多语言社区不断增长的人口，质疑农村的概念，以及 Coady 工作的核心，挑战教育工作者重新思考标签他们分配给（移民）人口。正如其他人呼吁消除学校个别学生的缺陷标签以强调他们的语言资产（例如，使用术语多语言学习者与有限的英语熟练程度）；Coady 通过将（移民）社区和家庭重新定义为