Categories

STUDENTS, english Language Learners, FAMILIES, family partnership

Areas

STATE:culture of renewal and improvement, STATE:state/community connections and partnerships, DISTRICT:culture of renewal and improvement, DISTRICT:district/community connections and partnerships

Authors

Arias, Beatriz; Morillo-Campbell, M.

Published

2008

Publisher

Education and the Public Interest Center, University of Colorado, Boulder, and Education Policy Research Unit at Arizona State University, Tempe.

Abstract

This policy brief analyzes factors related to the implementation of effective parental involvement with English Language Learners (ELLs). It analyzes characteristics of the ELL student and parent population; barriers to ELL family engagement with schools; and characteristics of traditional and non-traditional parental involvement models. Diversity in ELL parents and their communities speaks to the need for both traditional and non-traditional models for ELL parental involvement. With a dual-model approach, variation in language proficiency is acknowledged, communication is facilitated and maintained, and communities are recognized and integrated within the school culture.

Files

• http://ea.niusileadscape.org/docs/FINAL_PRODUCTS/LearningCarousel/PromotingELLParentalInvolvement.pdf