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Theories about cooperation between family and school
Discuss the modern methods of communication
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Communicating with parents of English Language Learners can sometimes be a challenge but there are several things teachers can do in order to overcome any barriers that may be present. Parent involvement can benefit any student, especially ELL students. Reaching out to parents can be intimidating for teachers, just as intimidating as it is for the parents to reach out to the teachers. ELL students are more likely to be successful if their parents are actively involved in their learning. If teachers and parents can communicate, the students will benefit from it because they will have several people who support their education. In the next couple of paragraphs, we will discuss several ways teachers can build relationships with ELL parents. We …show more content…
There are several events that schools do each year where everyone is welcome to attend. There are several reasons why ELL parents will not attend school events: they do not feel comfortable, they feel out of place, they are busy working, they do not have childcare, etc. Whatever their reason may be, it is the teacher’s job to make ELL parents feel welcome and comfortable to attend the events. It is important to build a trusting relationship with each parent before events take place, so they feel comfortable coming to the events. If there are several families that have the same home language, it may be beneficial for teachers and administrators to plan a Back-To-School night at the beginning of the school year that consists of families that speak the same home language. This can allow each family the opportunity to get to know other families that speak the same home language as they do. If something like this were to take place, someone would have to make sure ahead of time that a good interpreter will be in attendance, or a few interpreters, depending on how many families are expected to show up. This is a great time to get to know the families, communicate your expectations, and answer questions they may have. Another thing teachers can do is arrange a tour of the school for parents of English language learners. This could be done during the Back-To-School night or at a separate time. During the tour, it would be helpful to show the parents around the school, but also go over school expectations and policies that may need more explanation. The whole idea of a school tour is to help the parents and family members feel welcome and comfortable in the school their child will be attending. Another way to welcome ELL parents in the school is to hold a family night that has several different resources and services available. “Immigrant families may be unaware of the resources
Graham-Clay, S. (2005). Communicating with parents: Strategies for teachers. School Community Journal, 15(1), 117-129. Retrieved from http://search.proquest.com/docview/195462342?accountid=34899
Recently immigrated parents often learn English from their children. Over 70% of Hispanic Americans in California are English Language Learners (ELL) and are given the resour...
There are several key ideas that are crucial to understanding the best way to teach young, ELL students. The first idea is the importance of recognizing ELL’s feelings of isolation and alienation. When a teacher recognizes this, they are more capable of helping the student feel a part of the class. The student will struggle to participate if they do not feel like they belong with the other students. There is not only a language barrier, but also sociocultural differences that prohibit them from feeling accepted. Tiffany emphasizes the importance of acknowledging this problem and being aware during classroom activities. She suggests that you get a deep understanding of their cultural background, not just a “touristy” one.
Warren, Hong, Rubin and Uy (2009) encourage teachers to take a slow approach to engaging with parents/carers and do it in a more authentic way through meaningful conversations. Even a short, five-minute conversation can help “1. Make a personal connection 2. Share your hopes and concerns about the student 3. Leave a lasting impression” (Major, 2008, p. 318). Major (2008) offers another way to engage parents/carers, by holding a ‘gala’ night with awards, food and an exhibition of student work and including other classes or even the whole
---. "Immigrant Students and Public Schools: A Fluent Fit - Public School Review." Public School Review - Profiles of USA Public Schools. 15 Apr. 2010. Web. 01 Feb. 2011.
As migrant and English language learner the transition of living and studying in México to El Paso, is not an easy for any age student. I immigrated to El Paso when I was in my last year of high school and wanting to pursue a career at the Universidad Nacional Autónoma de México. My father decided for the family and we were moved to a school in El Paso. In the high school I attended for about three months, I was placed on tenth grade and in regular classes. I just had one hour daily of English as a second language instruction. The system back in the 1980’s on ESL classes was not as they are in schools now. They made me feel like I did not had other option but to droop school, which eventually I did when I realized that I was going to be placed in the special education department. My self-esteem went down the hill and I was not willing to comply with what the school wanted. Especially if I was coming from almost finishing high school with an average of 9 of a 10 grade scale, I felt that it was not fair for me to be place in the special education department just because I had limited English proficiency. Fifteen years after I had drooped school, I returned to school and learn English at El Paso Community College, and now I am pursuing my master degree as instructional specialist in bilingual education. Coming from another country with different, or similar, family values affect the students’ learning and the way that other look at those students, especially in schools.
English Language Learners range from Newcomers learning survival English and developing foundational literacy skills to Long-Term English Learners who have had 6 years or more of their education in English yet continue have significant language gaps. These students may speak English with little or no accent and still lack the vocabulary, grammar and grade level literacy to be successful in school. English language learners may remain silent in the classroom as they adjust to a new school, environment, and culture unless he is a native language comrade to interact with. The English language learners are concerned about decoding verbal and non- verbal communication as well as understanding the social culture framework of the school. Most of the time English language learners are observing during instruction, trying to repeat words used by others, memorizing simple phrases and sentences, tired by midday or be frustrated attending long lectures unaccompanied by visual and gestures, relying on first language translation used peer translation or bilingual dictionary, as the students begin to learner they become more involved in the classroom, they can respond non-verbally to commands, statements, and questions in simple form. As their oral comprehension increases, they begin to use simple word and phrases and may use English spontaneously. They can understand short conversation on a simple topic when reading students can understand a narrative text and authentic materials, although they will be below
...odel minority stereotype contributed to Keltner and Lily struggle with schooling by heightening parental “education fever” and increase academic as well as emotional burdens on Keltner and Lily who were already struggling with learning. Lily and Keltner stories suggest that each family or child should be understood in their specific learning contexts. Educators need to understand an individual child’s lived experiences and addresshis/her psychological and educational needs so that they can achieve his/her own success. Schools and policy maker can help educator to do so by developing appropriate curriculum that is oriented to ESL students, rather than using mainstream curriculum that does not fit the needs of ESL learners. Training teachers to implement classroom strategies that aim to understand students’ individual needs and foster students’ school home connection.
After viewing the panel discussion about how our local school districts have implemented English Language Learning in their school, I am very intrigued. From what I gathered the field of ELL is a growing industry in education, especially in Colorado Springs. We have ELL’s students coming from all over the world. Here in Colorado Springs alone, school districts have to accommodate for over fifty different languages spoken by ELL’s. I can only imagine the challenge that comes with such a diverse group of non- English speakers in our community schools.
Sometimes a student is successful in one area and having difficulty in another or a student has trouble using their words to communicate and becomes aggressive. At this center, the teachers have the tools to assess each child and the parents are interested in knowing the strengths and supports their child needs. The article Understanding Families, states that there should be “opportunities for families to discuss their beliefs about their children, what they want for their children, and how they support their children’s development” (Christian, 7). As conferences occur every 6 months, parents also communicate with the school and teachers via email and during drop off and pick up times. Another great example of parent communication is in the article Building Bridges from School to Home. The teacher builds relationships with parents by getting them to understand the areas that their child struggles and continues to strive in. Making sure they know that their child will master these skills when they are ready (Lawrence-Lightfoot, 2). At Staples Child Care Center, all teacher will assessments and observations about the child and a few suggestions that the child will benefit
A teacher today needs to have an ability to relate to and create partnerships not with their students, but also families, administrators and other professionals. This ensures that all persons involved with the education of the student are on the same page. All involved then work in harmony and help each other achieve the common goal of educating the student in the best possible way for the best possible result. (Wesley, 1998, p 80)
Sashi’s daughter did not want her to go to her parent-teacher conference because her daughter felt embarrassed that her mom could not speak English. Sashi was then able to build a connection with her daughter’s teacher because he was able to speak Hindi with her. In the textbook, “Foundations for Multilingualism in Education,” it states that, “Multiple languages and the absence of one common language will undermine political unity and cohesiveness” (de Jong, 2011, p. 39). Although this quote is referring to unity in America and using English to become a national community, I think that this also refers to smaller communities as well. Sashi felt distance between the parents and her because she could not express herself to them in English. Sashi did not feel comfortable in the school community until the teacher was able to speak Hindi with her. This also shows how parents that do not know English too well, may feel when they come into a parent-teacher conference in school. Educators need to be able to accommodate parents the best that they can because it is important for parents to be a part of a child’s
Research shows that children do better in school when parents talk often with teachers and become involved. Kids whose parents interact with teachers usually get higher grades and test scores, develop positive attitudes about school, and are better behaved. Parents and teachers need to communicate on a regular basis, not just at parent/teacher conferences. But sometimes, a parent doesn’t know just how to go about getting involved or how to make that positive connection with the teacher and/or school.
This solution would have been an option for Rodriguez to help him and his parents understood English but also not forgetting where they come from. However, it would could helped them not losing communication between them. In the article “Bilingualism; When Education and Assimilation Clash” Anderson states how in public school none English speakers lonely in their classroom when she says, “middle-schoolers relate feeling isolation as younger children solely based on their attainment of the English language” (2). Rodriguez says in his article how he was just waiting in his classroom for the bell to ring to escape from this loneliness. Although, Rodriguez’s parents should been had social workers to educated Rodriguez in home; they should teach him to speak their native language and talk to him about the importance of his culture language. Also, parents’ orientation would have been a good idea for them too. Meeting at home programs in publics school would have been a good help for Rodriguez’s
I have decided to become a teacher because I love children. I enjoy watching them grow, and I want to make a difference in the lives of my students. As a teacher, I will do everything that I can to ensure that each becomes a productive, successful citizen in life. In order for me to obtain this goal, I will create a loving, positive, respectful, and safe learning environment where each student will be treated equally and be encouraged to do his or her best. Keeping this in mind, there are four elements that I must remember which includes (1) how young children develop, (2) what they should know and be able to do, (3) instructional strategies that I have learned, and (4) my feelings regarding parent involvement.