Implementing Effective Supports for Recently Immigrated Community Members: A Community Action Plan

This article examines the implementation of a Community Action Plan (CAP) in a rapidly growing city in the western United States, with a focus on the needs of newly arrived families from Central and South America. This project centers on a community‐based, volunteer‐run adult ESL program. Grounded in a cultural studies framework, this CAP centered on collaboration among schools, nonprofits, and city agencies, emphasizing the importance of direct communication with immigrant families to accurately assess their needs. Key challenges include barriers to accessing adult education, such as childcare and transportation issues. This article demonstrates how CAPs can challenge deficit‐based narratives and promote more equitable relationships with multilingual families. This experience contributes to the broader literature on TESOL, family engagement, and social justice language education.