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Altalouli, Mahmoud
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2024-08-10
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This thesis capstone project explores the role of parental involvement in the academic success of English language learners (ELLs) in K–12 education in the United States. It addresses the multidimensional barriers to ELL families at the district level, including language barriers, cultural differences, and limited familiarity with the United States education system, which impede effective communication between parents and teachers and decrease home support for children's education. Drawing on Vygotsky’s Zone of Proximal Development and Long's Interaction Hypothesis, this project emphasizes the significance of social interaction and scaffolding in helping ELL students achieve better academic outcomes. The project proposes practical solutions to enhance parental involvement: such as organizing parent-teacher open houses, providing multilingual resources, and creating culturally responsive educational environments. These measures aim to bridge the gap between schools and ELL families and eventually create the atmosphere for practices of inclusive education within which every student should thrive. The project concludes that understanding the unique needs of ELL families holds the key to allowing educators and policymakers to design more effective parental engagement strategies. Increased parental engagement not only supports ELL students’ academic success but also strengthens the broader school community, moving toward a culture of inclusivity and mutual support.