scholarly journals Family Engagement in Schools: Parent, Educator, and Community Perspectives

SAGE Open ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 215824402097302
Author(s):  
Noel E. Kelty ◽  
Tomoko Wakabayashi
Keyword(s):  
English Language Learners ◽  
Focus Groups ◽  
Language Learners ◽  
Parent Education ◽  
English Language ◽  
Family Engagement ◽  
State Level ◽  
High Poverty ◽  
School Communities ◽  
Parent Educator

How engaged families are in their children’s lives, whether at home or in school, predicts their success in school and in life. The purpose of this study was to explore parent, educator, and community member perspectives of family engagement, preschool through grade 12, to inform state-level policy from an ecological framework. Ten semi-structured focus groups were conducted throughout one midwestern state, including five urban groups, four rural groups, and one suburban group. All focus groups were held in high-poverty areas serving high-need communities. All school communities received Title I funds and the average free and reduced lunch rate across participating districts was 75%. Several themes emerged through focus groups, including the importance of relationships, inclusive opportunities, communication, parent education, and family activities. Potential outcomes are included for policy and program development, as well as implications to further expand on issues relative to special education, fatherhood, and English language learners.

Preparing Teachers to Effectively Engage With Young English Language Learners and Immigrant Families

2019 ◽  
pp. 20-45
Author(s):  
Kristina M. Howlett ◽  
Heather D. Young
Keyword(s):  
Preservice Teachers ◽  
English Language Learners ◽  
Language Learners ◽  
Emotional Development ◽  
English Language ◽  
Empirical Studies ◽  
Immigrant Families ◽  
Family Engagement ◽  
Immigrant Family ◽  
Educational Strategies

The purpose of this chapter is to examine the current empirical studies of the socio-emotional development of young English language learners (ELLs), effective educational strategies for preservice teachers, and practices of immigrant family engagement in order to inform educator preparation providers (EPPs).

Misconceptions About ELLs

2021 ◽  
pp. 698-716
Author(s):  
Lara Christoun ◽  
Jun Wang
Keyword(s):  
English Language Learners ◽  
General Education ◽  
Language Learners ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
English Language ◽  
General Education Teachers ◽  
Negative Attitudes ◽  
School Communities ◽  
American Students

A growing number of American students are English language learners (ELLs) who speak another language other than English. By 2030, the percentage of students who speak a language other than English is expected to increase substantially. Unfortunately, general education teachers often do not feel prepared to teach ELLs in their classrooms or even hold negative attitudes toward ELLs included in their classrooms. As a result, ELLs are being underserved and continually experience lower achievement. This chapter summarizes several important misconceptions related to the teaching practices of general education teachers for ELLs based on the current literature. The authors then make recommendations for practicing teachers about culturally responsive strategies for ELLs in classrooms. Finally, they conclude with remarks regarding the mindset school communities should offer ELLs.

Capitalizing on Differences: Keys to Unlocking the Academic Achievement Gap

2020 ◽  
Vol 15 (2) ◽  
Author(s):  
Marie Byrd
Keyword(s):  
Academic Achievement ◽  
English Language Learners ◽  
Achievement Gap ◽  
Language Learners ◽  
Students Of Color ◽  
English Language ◽  
Ethnically Diverse ◽  
High Poverty ◽  
Academic Achievement Gap ◽  
Low Socioeconomic

AbstractClosing the U.S. academic achievement gap is as complex as it is comprehensive due to the disproportion of instructional opportunities available to underserved student populations. Underserved student populations are defined as  minority and/or students of color from low-socioeconomic families and communities, English language learners and recent immigrants (Wolniak, Flores, & Kemple, 2016). Raising the academic achievement of culturally, racially and ethnically diverse students from high poverty and/or high-risk communities will require more than national and/or state policies and mandates. It necessitates a transformative view of the teacher as a change agent with the ability to alter the culture, climate and level of student achievement in a classroom. This capacity-based method extends beyond what is readily identifiable by acknowledging the variances in approaches to teaching all students through research-based best practices to capitalize on differences. The approach presented allows for the focus on student variation in an inclusive setting to enhance academic achievement.

“Respectful” Home-School Relationships

2021 ◽  
pp. 265-284
Author(s):  
Howard L. Smith ◽  
Kalpana Mukunda Iyengar
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Heritage Language ◽  
English Language ◽  
Cultural Practices ◽  
School Personnel ◽  
Phenomenological Approach ◽  
People Of Color ◽  
School Communities ◽  
Parental Interviews

This study uses a phenomenological approach to analyze interviews of minoritized parents about their perceptions of “respectful” and “disrespectful” experiences with school personnel. Holistic content analysis of the parental interviews revealed several themes that indicated a pervasive “deficit discourse” within public school communities serving minoritized youth. This list includes the heritage language or cultural practices of English language learners (ELLs), immigrants, and people of color. As parents recounted their experiences with school personnel, it appeared that—even when queried about their personal associations with the school—many parents calibrated their relationship based on their perception of the treatment their children were receiving from school personnel. Findings suggest that culturally affirming learning environments are not necessarily universal and that many educators lack the disposition or training to provide culturally efficacious pedagogy.

Misconceptions About ELLs

2018 ◽  
pp. 1-19
Author(s):  
Lara Christoun ◽  
Jun Wang
Keyword(s):  
English Language Learners ◽  
General Education ◽  
Language Learners ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
English Language ◽  
General Education Teachers ◽  
Negative Attitudes ◽  
School Communities ◽  
American Students

A growing number of American students are English language learners (ELLs) who speak another language other than English. By 2030, the percentage of students who speak a language other than English is expected to increase substantially. Unfortunately, general education teachers often do not feel prepared to teach ELLs in their classrooms or even hold negative attitudes toward ELLs included in their classrooms. As a result, ELLs are being underserved and continually experience lower achievement. This chapter summarizes several important misconceptions related to the teaching practices of general education teachers for ELLs based on the current literature. The authors then make recommendations for practicing teachers about culturally responsive strategies for ELLs in classrooms. Finally, they conclude with remarks regarding the mindset school communities should offer ELLs.

scholarly journals What STEM Teachers Need to Know and Do to Engage Families of Emergent Multilingual Students (English Language Learners)

2021 ◽  
Vol 56 (1) ◽  
Author(s):  
Lisa Hoffman ◽  
Emily Suh ◽  
Alan Zollman
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Family Involvement ◽  
English Language ◽  
Teacher Educators ◽  
Positive Impact ◽  
Family Engagement ◽  
Stem Learning ◽  
Multilingual Students ◽  
Stem Teacher

STEM teacher educators are aware that we teach far more than content-specific methodology. Educators need to guide STEM teachers in the knowledge and skills to support emergent multilingual students (English language learners, or ELLs) by simultaneously developing their STEM content learning and scaffolding their language acquisition (Hoffman & Zollman, 2016; Suh, Hoffman, & Zollman, 2020). Research identifies the family unit having a profound effect upon student learning and educational choices. Educators, educational researchers, and policymakers alike recognize the importance of family involvement in education (Grant & Ray, 2019). Although previous family engagement initiatives have focused on teaching families from a school-based perspective (Bush & Cook, 2016), we advocate for a STEM family engagement model which honors and grows out of families’ existing funds of knowledge. This article lays out an argument for STEM teacher educators explicitly addressing multilingual family engagement as a key part of STEM education. We explain purposes, pitfalls, and practical steps STEM teacher educators can utilize that have a positive impact on diverse students’ STEM learning. We also encourage STEM educators to address “STEM mindset” in addition to STEM literacy skills and interdisciplinary STEM content knowledge.

Young Spanish-English Language Learners' Cognate Facilitation on Picture Naming

2016 ◽  
Vol 43 (Spring) ◽  
pp. 115-128 ◽  
Author(s):  
Lindsey Leacox ◽  
Carla Wood ◽  
Gretchen Sunderman ◽  
Christopher Schatschneider
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Picture Naming ◽  
English Language

Assessment 360°: A Panoramic Framework for Assessing English Language Learners

2010 ◽  
Vol 17 (2) ◽  
pp. 37-56 ◽  
Author(s):  
Nancy Lewis ◽  
Nancy Castilleja ◽  
Barbara J. Moore ◽  
Barbara Rodriguez
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Linguistically Diverse ◽  
Assessment Process ◽  
Assessment Practices ◽  
Her Family ◽  
Diverse Student ◽  
Many Sources

This issue describes the Assessment 360° process, which takes a panoramic approach to the language assessment process with school-age English Language Learners (ELLs). The Assessment 360° process guides clinicians to obtain information from many sources when gathering information about the child and his or her family. To illustrate the process, a bilingual fourth grade student whose native language (L1) is Spanish and who has been referred for a comprehensive language evaluation is presented. This case study features the assessment issues typically encountered by speech-language pathologists and introduces assessment through a panoramic lens. Recommendations specific to the case study are presented along with clinical implications for assessment practices with culturally and linguistically diverse student populations.

Pre-Referral Procedures: Meeting Unique Needs of English Language Learners

2002 ◽  
Vol 8 (1) ◽  
pp. 4-6 ◽  
Author(s):  
Vera Joanna Burton ◽  
Betsy Wendt
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
School System ◽  
English Language ◽  
First Language ◽  
The United States ◽  
Public School System ◽  
Language Difference ◽  
Number Of Children ◽  
School Team

An increasingly large number of children receiving education in the United States public school system do not speak English as their first language. As educators adjust to the changing educational demographics, speech-language pathologists will be called on with increasing frequency to address concerns regarding language difference and language disorders. This paper illustrates the pre-referral assessment-to-intervention processes and products designed by one school team to meet the unique needs of English Language Learners (ELL).

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