Bilingual/ESL - Information Series 2, No. 2

Technical Assistance Documents

State Superintendent's Advisory Council on Bilingual/ESL Education Info Series 2, No. 2 Miriam Meeks, Lead Developer

Parent Involvement

Involving parents of limited-English proficient (LEP) students in their child's education is an ongoing concern for educators today. Communication with parents can be difficult due to possible language barriers, but can also go far beyond language. Local districts need to be responsive to the cultural needs of their families. Following are many of the challenges that school districts face when developing parent involvement programs.

Parental Diversity: What are the Challenges for the Classroom Teacher?

• In their native countries, school officials and teachers were often expected to decide all matters, from curriculum to discipline, without regard to the concerns or desires of parents.

• Some parents hold such high ideals for their children that they overlook or deny physical, mental, or social limitations.

• Many parents set high goals for their children and exert a lot of pressure on them. This can be devastating to a child's emotional and social development.

Factors Affecting Parental Involvement in Schools and Communities:

• The difficulty for parents to be able to communicate with schools and the larger community in either their first or second language. Children may be relied upon to interpret the school or community culture to their families.

• Parents have a broad span of educational backgrounds; where a given parent is on this continuum will affect how they are able to handle the school situation. Many second language families have an educational background and are able to understand school cultures. Those families who lack these experiences are uncomfortable becoming involved with school activities.

• Life experiences differ for second language families. They have come from different sized communities, both urban and rural. Involvement in their present community, and in the educational process, will differ greatly. These differences need to be taken into account when preparing programming for parents.

• Reasons for resettlement differ from family to family. These differences may have an impact on the adjustment process for families. The psychological impact of resettlement, and the reliance on the home culture and first language for security, will have an impact on how families respond to school requests for involvement.

• Employers need to recognize that parental involvement is an integral part of a child's educational success. Therefore, they should provide reasonable accommodations for parents to interact with the schools.

For questions about this information, contact Tolu T. Sanabria (608) 267-9235

Last updated on 2/25/2008 1:42:59 PM