Increasing parental involvement of English Language Learner families: What the research says

Tarasawa, Beth; Waggoner, Jacqueline

doi:10.1080/10796126.2015.1058243

Cited by 14 publications

(10 citation statements)

References 12 publications

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“…At the onset of the pivot to distance learning, the primary focus across our sample districts was to ensure students and families had devices, internet connectivity, and information on how to access online learning sessions. Most study participants expressed views about families as leaders and partners in distance learning that represent counternarratives to research that indicated school systems struggle to meet the instructional and linguistic needs of ELs and communities with large EL populations, especially those challenged by communicating with parents who may have limited fluency in English (Tarasawa and Waggoner, 2015). These counternarratives offer opportunities for leaders to individually and collectively become actors within systems to enact equity through transformative action (Miller et al, 2020).…”

Section: Families As Leaders and Partnersmentioning

confidence: 99%

Equity Leadership for English Learners During COVID-19: Early Lessons

et al. 2021

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This article provides the findings of an exploratory, qualitative study on distance learning policies and practices from a purposeful sample of five California school districts and 25 district and school leaders with large numbers and/or larger percentages of current or former English Learners. To understand the extent to which leaders address English Learners’/Emergent Bilinguals’ (EL/EM) needs during the pandemic, we posed the following research question: What are leaders’ local policies and practices in designing and implementing distance learning to promote equity for English Learners? We gathered three key district policy documents across three moments during the pandemic: (1) COVID-19 Operations Written Reports (Spring 2020), (2) School Reopening Plans (Summer 2020), and (3) Learning Continuity and Attendance Plans (Fall 2020). We also conducted interviews and triangulated data sources using grounded theory to analyze and understand how equity is framed and implemented. Data triangulation and iterative rounds of coding allowed us to identify three inter-related findings: (1) leading in the crisis of connectivity and bridging the digital divide; (2) maximizing diverse ELs’ learning experiences; and, (3) building from collaborative leadership cultures to collaborative virtual leadership cultures. Using these key findings, we conceptualized the framework for equity leadership for English Learners to address the needs of this underserved population. We conclude with a call for further examination, in both leadership preparation as well as in policy implementation research.

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Section: Families As Leaders and Partnersmentioning

confidence: 99%

Equity Leadership for English Learners During COVID-19: Early Lessons

et al. 2021

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“…In sum, logistical and/or cultural or social capital, and language challenges might impede CLD family engagement in school (e.g., García Coll and Chatman 2005). Such challenges may cause lack of parental involvement (e.g., Tarasawa and Waggoner 2015), misunderstanding (e.g., Snell 2018), and power imbalance (Cho et al 2019;Sawyer et al 2017). To promote inclusive and equitable family engagement and partnership of CLD families, it is important to recognize CLD families' resources and knowledge as assets and accommodate their needs (Ishimaru 2014;Koyama and Bakuza 2017).…”

Section: Discussionmentioning

confidence: 99%

“…The most critical challenge related to social and cultural capital is language difference (Antony-Newman 2019). Families of dual language learners are hesitant to be involved in their children's learning or volunteer at school because they are not confident about their own English skills (Chao and Tseng 2002;Delgado et al 2012;Tarasawa and Waggoner 2015). Parents often perceive that they are not welcome or respected (Cooper 2009;Turney and Kao 2009), or they feel frustrated about their inability to impact a teacher's decision making (Shim 2013).…”

Section: Cultural Social and Language Challengesmentioning

confidence: 99%

Family engagement of Nepali parents of dual language learners at Head Start

Cho

Votava

2021

SN Soc Sci

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This study explored the experiences and perceptions of family engagement of Nepali-speaking parents of dual language learners at Head Start. Using the Head Start family engagement framework and an equitable collaboration perspective, the interviews with 10 families who are Nepali-speaking parents with refugee backgrounds were analyzed. The parents benefited from family engagement at Head Start in particular ways (e.g., positive parent-child relationship, lifelong educators and learners). However, collaboration of teacher and parents was not always equitable. Parents reported that their weak English language competency discouraged their role as advocates and leaders and that teachers' passive approach to bilingual development limited the promotion of inclusiveness and cultural and linguistic responsiveness in the program. Possible resources and strategies towards equitable collaboration are discussed.

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“…Research indicates that immigrant, refugee, and minority parents are involved in their children's education and hold them to high expectations. However, this parental involvement is not as visible as parents from the dominant culture, as immigrant, refugee, and minority parents are less likely to participate in traditional ways such as field trips and school-related activities (Tarasawa & Waggoner, 2015). The notion that parents of ELs are involved in their children's education is supported by the data, which indicated that over 50% of parents monitor homework, make sure their children understand their homework, and ensure a place for them to do homework.…”

Section: Helping Children With Schoolworkmentioning

confidence: 99%

Making Connections with Parents of English Learners: Promoting Culturally and Linguistically Diverse Classrooms

Vakil

Byrd

Smolen

2023

JISTE

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Parents of English learners (ELs) must navigate new waters as their children enter schools in the US. These families are wonderful resources for their students’ education, but they may not know the norms of the new educational environment. Educators in the US tend to want parents to be involved in schools but feel that these families are distant. To bridge the gap of understanding between these groups, a survey was created and administered to 90 parents of ELs. The survey aimed to discover how parents of ELs supported their children’s learning at home and in the community. The findings were used to inform teachers about how parents of ELs view their children’s education with the goal of producing optimal collaboration between parents and teachers to promote EL students’ success. The results showed that parents were involved in ways that can be enlightening to both teachers and teacher educators.

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Increasing parental involvement of English Language Learner families: What the research says

Cited by 14 publications

References 12 publications

Equity Leadership for English Learners During COVID-19: Early Lessons

Equity Leadership for English Learners During COVID-19: Early Lessons

Family engagement of Nepali parents of dual language learners at Head Start

Making Connections with Parents of English Learners: Promoting Culturally and Linguistically Diverse Classrooms

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