Get Ready! Soar - PROGRAM SAMPLER

Working with the families of English Learners (ELs) is crucial for students’ academic success . Families may come from cultural backgrounds that differ in their perspectives about education and roles . Many ELs come from cultures where teachers are highly respected . They are considered the experts, not the parents or families . Consequently, families might not ask questions . This reluctance to inquire is a consequence of not wanting to question the teacher’s authority . Families may assume they should not “interfere” with their child’s education . Further, parents of newcomer students sometimes wonder why they are suddenly a partner in their child’s education . They may think the school is asking them to do a job that belongs to the teacher . Alford and Niño (2011) offer the analogy that one would not expect a doctor to ask a child’s parents which medical procedure they would recommend for their child . Likewise, EL families may feel confused about what the school is asking of them . However, current legal requirements do require involvement by and with EL families (ESSA, 2016) . Other cultural dispositions may focus on social behavior . For example, at parent- teacher conferences, 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 . Another concern some families may have is around 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 available help, such as tutoring . Offer information in the students’ home language to the extent possible (ESSA, 2016) . Be aware that in some cases, the EL family may be absent from everyday involvement due to work schedules or family separation that happened before or since moving to the US . Ensure the school has a plan for children impacted by unexpected legal issues . Communities can be involved by offering resources, support, and information . Mentorship programs, community recreation centers, and non-profit organizations may serve as resources . References Alford, B . J ., & Niño, M . C . (2011) . Leading academic achievement for English language learners: a guide for principals. Thousand Oaks, CA: Corwin . The Elementary Secondary Education Act (The Every Student Succeeds Act of 2016) . (2019, April 10) . Available at https://www2 .ed .gov/policy/elsec/leg/essa/ Get Ready! in your community • Take time to learn about English learners’ families, backgrounds, experiences, and cultures . Capitalize on opportunities to incorporate the knowledge they possess . • Communicate with families about the benefits of being bilingual . Encourage literacy practices in the home such as reading, storytelling, or activities that preserve tradition and culture . • Stay in close contact with families and provide important school communications in their home language if possible to ensure access and comprehension . • Monitor family engagement and create alternative opportunities when possible . For example, hold events in varying locales around the community . Be flexible with start and end times and create environments where families feel welcome but not overwhelmed . Family interviews or informal surveys can help reveal their needs and ways the school can continue to be inclusive . Txvi FAMILY AND COMMUNITY INVOLVEMENT