A systematic literature review of home-school partnership for learners with English as an Additional Language (EAL): a way forward for the UK and Ireland

Home-school Communication in Greek Secondary Multicultural Educational Settings: Parents’ and Teachers’ perspectives

“…Participants' responses revealed a passive PI, which means that parents encourage children to study and respond to homework assignments, but they are not actually helping children with those tasks (Radojlović et al, 2015). Additionally, cultural factors and differentiated experiences of parents who perceive teachers trustful and as the exclusive authority, whose work has gained their respect, were determinants of not prioritizing the importance of HSC is supported by prior research (Stewart et al, 2022;Alisaari et al, 2020).…”

“…Parental attitudes towards HSC and education may be shaped by the different cultural norms or different schooling type (teaching strategies, assessments, homework) experienced in their homelands (Antony-Newman, 2019). Traditional parental perceptions of teachers as the main representatives of authority are also a factor that intervenes in HSC, as in the case of Arab families (Stewart et al, 2022;Alisaari et al, 2020), something that highlights the inequitable distribution of power and control among "partners" (Rattenborg et al, 2019). Furthermore, in some cases, the formal cultural context of the educational settings may not align and come into contrast with the cultural/knowledge capital of minority/ethnic families, which is based on interdependence, such as in the case of African American and Latinos in the U.S., thus creating a conflict between HSC and affecting the process of "belonging" or fitting in mainstream schooling, something that can pose psychological/emotional stress and disrupt peer interaction, causing even more harmful impact, especially upon students (Henderson et al, 2020;Sanders & Molgaard, 2019;Edwards & Kutaka, 2015).…”

School-Home Partnership for Enhancing Standard Bangla Language Acquisition of the Students at Primary Level in Bangladesh

“…A child's first place of learning language is within the home environment. According to Stewart, M., Skinner, B., Hou, H., and R. (2022), collaborations between school and family are frequently acknowledged as a key element in enhancing academic success of the students. Research has proven the importance of family involvement in developing children's language literacy skills.…”