Parents as Whose Resource? Honoring Familial Connections of English Language Learners

Abstract

This capstone project will provide a professional development opportunity at Van Wyck Junior High School and implement a committee to establish an action plan for partnerships between the families of English Language Learners, school, and the community to improve student achievement. This study examines research that supports parental involvement in learning activities at school and in the community to improve students’ academic performance and increase school and community cohesion. English language learners experience language and sociocultural barriers that create misunderstandings and miscommunication between families and schools. It is important to honor the linguistic, cultural, and social diversity of English Language Learners in order to break down the barriers that impede their academic success. By engaging in the following research-based framework of six types of engagement, families, schools, and the communities can create student centered learning.