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It is impossible to really see and understand students without understanding their lives outside of school. If handled with respect and cultural sensitivity, school-family relationships can deepen trust and positively influence students’ school experiences. Nurturing those relationships is not only good for students, it’s good for teachers, says Soñia Galaviz, a fifth-grade teacher and TT Award winner. “An often-untapped resource … are the parents and families of the kids we teach,” she says. “This investment at the beginning of the year pays off all school year. Parents and families will see you as their partner and advocate for their child and will be there for you when you need them.” Dos and Don’ts of Communicating with Families of ELL StudentsRegardless of their English proficiency levels, parents, guardians and other adult caregivers depend on basic school communications to stay involved in their children’s education. ELL students have the greatest opportunity to succeed when the lines of communication between family and school are nurtured at both the classroom and building levels. Do ...Be clear about the purpose of meetings. Be mindful of the potential power differential between parents or guardians and teachers. Provide a translator if you don’t speak the parents’
or guardians’ primary language fluently. Start the meeting on a positive note. Use terms that everyone understands. Visit the family in their home. Don’t ...Use the student as the translator. Assume that any bilingual adult will be a successful translator. Language AccessOffering translation or interpretation services to families who do not speak or understand English fluently sends a welcoming message and supports successful home-school relationships. In public school settings, offering these services is also a legal obligation: Districts must ensure that all staff communicate with families in a language they can understand and notify families of any program, service or activity communicated to English-speaking families. For “major” languages (top languages spoken) in a district, a full array of language access should be provided. For “lower incidence” languages (languages spoken less frequently), a district can offer interpretation only. Planning 101: District-wide Language Access ServicesAdministrators and staff can use best practices to create a comprehensive communication plan for families of ELL students.
For more ideas, see the “Planning for District-wide Language Access Services” handout in Appendix C. What Gets Translated and Interpreted?Written and Translated
Verbal and Interpreted
Who Provides Language Access?Appropriate
Inappropriate
Administrative Spotlight: Opt-outsIn the context of ELL instruction, opting out means that the student will not be enrolled in language assistance programs. Opt-out laws differ from state to state. In states that allow them, opt-outs should be truly voluntary—the product of informed family decision-making. What constitutes informed family decision-making? Consider these best practices:
Should an ELL student be opted out of services, they still retain their ELL status, and the district maintains its obligation (under Title VI) to provide them with access to educational programs.
Teacher Leadership SpotlightBuild a strong relationship with the families in your school community. Make periodic home visits, and encourage your colleagues to do the same. Invite families to share their cultures, stories and experiences with students, either in the classroom or at a special afterschool event. Involve families in events such as Mix It Up at Lunch Day to break down cultural barriers. Build strong partnerships with student services staff (counselors, social workers, nurses and psychologists) to help monitor students’ needs and progress. Tip! Make sure every staff member knows how to access appropriate language services to communicate with families of ELL students. Tip! Err on the side of caution and prepare to provide translation in every interaction. x Read the Newest Issue of ‘Learning for Justice’ Magazine!In promoting diversity and fighting racism, inclusive education programs forged pathways toward building equitable societies. Now, as our nation confronts multiple assaults on democratic values, we hold firm in the fight to protect—and to expand—democracy through social justice education. Read Now! What is the role of the family in the children's learning other languages?Parents and families are key to holding high expectations and supporting home language development for their dual language learners (DLLs). Families can promote positive experiences for these young children by emphasizing their strengths, including cultural and linguistic strengths.
What roles do parents play in their children's learning of the English language?Parents play a vital role by giving children the courage and confidence to do their work, providing encouragement and helping them develop study skills.
What is the role of home language environment on language learning?Valuing pupils' home languages will increase their chances of successful learning. Children will gain a much richer experience of language from a parent or carer speaking their home language than if they are hearing an adult tentatively trying to use English.
Why is it so important for schools to create partnerships with families who are new to America and who may be Ells?Additionally, partnerships with families and communities can provide families with access to education and support programs to improve their own literacy and language skills, as well as provide students with access to non-academic support services (e.g., social and emotional development programs, mental health or ...
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