Despite US federal legislation mandates institutions to provide meaningful access and participation to students and families in educational settings, culturally and linguistically diverse (CLD) families and caregivers of children in special education experience cultural and linguistic barriers. A Community Advisory Team (CAT) of parents, advocates, community interpreters and translators, researchers, and teachers explored CLD families' experiences and advocacy efforts. Critical bifocality and circuits of dispossession, privilege, and resistance informed the documentation of inequities and resistance to understand the linkages of structural arrangements of power. Focus groups with families (n = 21) speakers of Spanish, Portuguese, and Cantonese were conducted. Findings indicate perceived discrimination, poor and inadequate interpretation and translation services impact children's access to special education services, hinder family's communication with schools and reduce the perceptions of schools as trustworthy institutions. Families advocate relentlessly for their children and recommend schools listen to families and hire culturally and linguistically competent interpreters and translators. Community psychologists can make significant contributions to promote language justice in education settings through participatory approaches to inquiry that value CLD families' knowledge and expertise

中文翻译：

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与移民家庭合作促进语言公正和教育公平

尽管美国联邦立法要求机构在教育环境中为学生和家庭提供有意义的机会和参与，但具有文化和语言多样性 (CLD) 的家庭和特殊教育儿童的看护人会遇到文化和语言障碍。由家长、倡导者、社区口译员和笔译员、研究人员和教师组成的社区咨询小组 (CAT) 探讨了 CLD 家庭的经验和宣传工作。批判的双焦点性和剥夺、特权和抵抗的循环为不平等和抵抗的记录提供了信息，以理解权力结构安排的联系。家庭焦点小组（n = 21) 讲西班牙语、葡萄牙语和广东话的人参加了。调查结果表明，感知到的歧视、口译和笔译服务质量差和不足会影响儿童获得特殊教育服务，阻碍家庭与学校的沟通，并降低学校作为值得信赖机构的看法。家庭不懈地为他们的孩子辩护，并建议学校听取家庭的意见并聘请在文化和语言方面胜任的口译员和笔译员。社区心理学家可以通过重视 CLD 家庭知识和专业知识的参与式调查方法，为促进教育环境中的语言公正做出重大贡献