Children look to parents, families, and people in their communities as their first teachers. As educators, we must honor, value, and build on these relationships and form partnerships with students and families. It is a process that must be fostered, and we need to approach it with care. One of the first steps is to recognize that some multilingual learner (ML) families may come from cultural backgrounds that differ in their perspectives about educational systems and roles. In many cases, MLs come from cultures where teachers are respected and revered. Teachers are considered the experts—not the parents or families. Consequently, these families might not ask as many questions as other families. This reluctance to inquire about things is a consequence of not wanting to question a teacher’s authority. They may assume they should not “interfere” with their child’s education. In contrast, some MLs come from homes where parents have been highly involved in school experiences. Still others may come from lower socioeconomic level backgrounds, and might not have much time to devote to traditional methods of family involvement. In all cases, current legal requirements in ESSA do require involvement by and with English learners and their families.
Here are some tips to foster community involvement based on different family needs:
- Families may want to focus on social behavior: At parent-teacher conferences, some families may ask how their child is behaving, rather than focusing on achievement, scores, and individual academic growth. This is not a lack of interest. Instead, the family is deeply interested in their child’s development.
TIP:
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- Open meetings by sharing a positive nonacademic comment about the child. You can also send home a positive note (or brief email or text message) in the child’s home language. Even a short, positive phrase can be affirming and encouraging.
- Families may worry about homework. If the parents do not speak English or have difficulty with academic English, they may feel they cannot assist with their child’s assignments. They may not be aware of how to seek additional help.
TIPS:
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- Offer information and communication in the student’s home language, to the extent that this is pragmatic and possible (also required by ESSA). Be sure to use the school-to-home letters available in multiple languages on the Get Ready! Supersite.
- In addition, ensure learners are familiar with all the interactive practice and tutorial activities right at their fingertips on the Get Ready! Supersite.
- Note that some families might not have internet access at home, so accessing additional resources can take place in community settings such as libraries, community centers, or after-school programs.
- Communicate with families about the benefits of being bilingual. Encourage literacy practices in the home, from reading in the native language and storytelling, to activities that preserve tradition and culture.
- Newcomer families might worry about sociopolitical circumstances. In some cases, there may be family separation that has happened before or since moving to the United States. Be aware of social-emotional needs that might affect students both at home and at school.
TIPS:
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- Ensure the school has counselors available to meet students’ needs, and approach each day with empathy. Also, ensure your school has a solid plan for students impacted by unexpected legal or sociopolitical issues.
- Connect families with community resources that can assist them. Communities can be involved by offering resources, support, and information. Mentorship programs, community recreation centers, nonprofit clubs, and religious organizations may serve as resources (per the family’s preferences).
- Check out the Strategies for Newcomers and SLIFE Students blog post for more strategies.
Most importantly, take time to learn about each family’s unique background, experiences, and culture. Capitalize on opportunities to incorporate the knowledge they possess to enrich the classroom and school community. After all, when we work together with families, we keep students at the center!
By Dr. Jenni Trujillo
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How To Successfully Promote Family and Community Engagement in Dual Language Programs
From SLIFE to ALL: Meeting a Wide Range of Multilingual Learner Needs in the EL and DL Classroom
