Increasing Parental Involvement of Diverse and ELL Families

Abstract

The importance of family involvement is well documented, yet, many schools find it challenging to maintain a high level of parental involvement (PI) from English language learner (ELL) families. This capstone project aims to support teachers, administrators and other school personnel in any school district that is looking to better support their ELL families and ultimately increase the parental involvement of ELL families. ELL students are a subgroup of students whose first language is not English and they are learning both academic content simultaneously to the English language. In many cases, the parents of ELL students are also learning English themselves. ELL families face many barriers that prevent them from actively participating in their child's schooling due to parent and family factors, child factors, parent teacher factors, societal factors and school-based and teacher factors. This has academic consequences on ELL students as well as segregates ELL families from their school community. Solving this problem requires a multidimensional approach as all barriers are interlaced. Solutions to increase the PI of ELL families include creating an ELL Family and Teacher Partnership Committee, using a Dual Model PI checklist, starting bi-yearly in-house professional development meetings, creating an Annual Welcome Night for ELL students and families, and planning community fairs and parent classes. Several conclusions were made with the utilization of these tools such as implementing a dual-model approach, supporting and training teachers, and creating an overall welcoming and warm environment for ELL families all with the goal to increase the PI of ELL families. Recommendations were given when using each of these tools through the delivery of a professional development.