Reflection # 10

"Building Collaboration Between Schools and Parents of English Language Learners: Transcending Barriers, Creating Opportunities" helped me see all of the positives in my current teaching assignment.  I work in a small school and we have a parent liaison to help with all family communication with our Spanish-speaking community.  Before the hire of our parent liaison, however, my job was much different; I was pulled from class to translate for behavioral problems, parent meetings, and to help with the simple task of paying a lunch bill.  I rarely made it through a class without being pulled for some other task, having nothing to do with teaching English.  As you can see, this isn't a very efficient way to run things, and the addition of our parent liaison has been essential in improving communication with families.  Additionally, I am able to communicate well with my parents, as I speak Spanish, but could not imagine the struggles with communication in larger schools and multiple home languages.

Through this article I also thought of many things I can implement in the future to increase communication with families.  I have already asked for a bilingual parent who would be willing to serve on our accountability board and act as a liaison to Spanish-speaking parents with any concerns.  I would also like to implement a once monthly brunch or breakfast in which parents can come in to check in on their student's progress and ask any questions they may have.  This type of monthly meeting could also update parents on the schedule for the coming month (to take the place of weekly emails).

Building Collaboration Between Schools and Parents of English Language Learners: Transcending Barriers, Creating Opportunities

Waterman, R., & Harry, B. (2008, January 1). Building Collaboration Between Schools and Parents of English Language Learners: Transcending Barriers, Creating Opportunities. Retrieved February 27, 2015, from http://www.nccrest.org/Briefs/PractitionerBrief_BuildingCollaboration.pdf

Home-school communication is extremely important in student success and achievement, but unfortunately communication between home and school is a frequently reported problem for English Learners, their parents, and their teachers. The article discusses some of the essential practices in creating a welcoming school environment and increasing communication between the school and parents of English Learners.  The article presents the many barriers to communication, such as language, cultural, and educational differences, and offers solutions through which schools can increase parent involvement with culturally diverse populations.  

 

Lack of cultural background often inhibits communication between families and teachers, as many parents of English Learners lack both understanding necessary to support parent-school communication/collaboration and understanding of the U.S. school systems. School and homework expectations are commonly misinterpreted or simply not understood.  Informational meetings focused on parent interest, for example fostering literacy skills or aspects of the American education system, may increase parent interaction and communication. Offering ESL or family literacy classes can help increase contact time with parents and make the school a more welcoming place. Seeing parents continually learning and spending time in the school can also motivate students to strive for academic success. Additionally, teachers can take parent information back to the staff to help the faculty understand where parents are coming from and what their educational backgrounds are.  

In addition to the aforementioned obstacles to communication,  parents who do not yet have legal status in the United States may feel apprehensive about filling out forms, or participating in the school.  It is important for staff to ensure that parents feel welcome and safe.  This topic of citizenship may also influence student and parent feelings about completion of high school, or advancement to  further education.  Parents may ask, “what is the point of high school?” if there is no tangible road to citizenship, which is important for educators to remember.  

Many parents of ELLs feel extremely isolated. Creating environments in which parents can come together to discuss important topics, or simply socialize and share information are extremely important.  Social networks, and additional sources of information emerge through this type of social networking. A dedicated school staff, or parent liaisons can help bridge the gap between school and home for English Learners.  This liaison may help implement parent volunteer programs, which may benefit the school and increase parent involvement and leadership.  Parent Liaisons may also want to build a Parent-School Advisory Council, in which ELL parents advise the school and work with various councils and committees to ensure that their voices be heard.  

In summary, there are a variety of ways in which schools can reach out to the parents of their ELL population, all of which can increase involvement.  The appropriate methods of increasing parent communication will vary among schools and communitiesl; what works in a big city may not work in a smaller town, but it is essential that the school holds family communication as a priority.