Additional+Methods+for+Positively+Engaging+Parents+of+Second+Language+Learners

Many classrooms have students whose first language is not English. Often times this is a challenge for educators who have not had any training in how to teach ELL students or how to create an environment that will foster their English language acquisition. Please read the section 'Additional Methods for Positively Engaging Parents of Second Language Learners' in your textbook and watch the following YouTube video entitled English Language Learners by Kimberly Williams & David Guo ( [] ) and address the following questions: 1. In the video there are several challenges listed that ELL students must overcome to be successful in classrooms. Which of these have you done in your classroom when helping ELL students and what was the student's responses? 2. Using either the video or textbook, or both, what do you feel are the three most important parent involvement techniques a teacher can implement? Why do you feel these are the "Top Three"?

1) When I was in a classroom setting I was never faced with the challenges of ELL students. I understand it must be difficult for the student to be thrown into an environment where they have little or no understand of what is being taught to them because of the language barrier. I do currently work with several adults who came to the Waterloo area as ELL students. They have told me how important it was for their instructor to be patient with them and spend additional time trying to bridge the gap. They said they were more interested in learning when the school and teachers were welcoming to them and their family. The people who I have spoken with have excelled in universal subjects such as Math and Science because they already had a basic understanding of the subject from their own country. Subjects that revolved around the English language for example Writing, Reading and Speech classes required a lot more time and cooperation from teachers. I knowing this information, when I do have ELL students in my classroom, I will be more sensitive to their needs and try and use diagrams with pictures that help with the vocabulary terms and I will also try and offer the text in both English and their native language. I will rely on the students to try and express their struggles so we can develop a strategy that will work best for them to learn the subject matter while learning the language.-Chris 2)My top three parent involvement techniques for ELL students would be to get the parents involved in their own ESL classes, offer a translator during conversation, and offer the family additional help by partnering with community programs and organizations. By trying to help the family be successful in the community it will build a bond between the school and the family. The families, not just the student, need to overcome the additional challenges of the language barrier before they can focus on the importance of the student’s education. Parents of ELL students will most likely need additional support to help find jobs and learn the culture. By offering additional support and creating a positive bond with the family the student will have a positive outlook on school. Also by offering a translator it will help the communication between the parents and teacher. Open communication will help the teacher find out better ways to teach and will help the parent to understand the challenges their children face in the education system.-Chris

Chris- I like your parent involvemnt technique of involving community programs. I think having students work with members in the community gives them a hands on experience on working with others in our culture setting. *TRICIA* Chris- Support is essential in my opinion for ELL students and families. Being foriegn to a new land and life is stressful and include in that having a language barrier. Theses families need as much support as we can provide them.- Mike

Chris- I like the knowledge that an ELL student would have a better understanding of universal subjects like science and math, because of doing it in their home country- a teacher could split up these subjects in the day so an ELL student would have a subject that may be challenging like reading followed by a subject they can understand like math- instead of 4 hours of solid challenging work that could get really frustrating!- Nikki

Chris- I think the idea of getting the parents involved in their own ESL classes is very good. It may even give the family a sense of coming together by learing as a family. Mandy


 * 1) I have never worked in a classroom that has ELL nor growing up did my class have any diversity. In the video I liked were they suggested using the 20% rule- taking advantage of any overlaps in child’s language and English by listing the words in English and listing the words in the student’s primary language. I was extremely surprised when the video said imaginary and symbolism was difficult in our text. In my classroom I would maximize use of the 20% rule and minimize the use of imaginary and symbolism. I hope this strategy will help ELL to familiarize with the English language.
 * 2) I think translation, researching their culture, and partnering with other programs and agencies in the community are the most important ways to foster parent involvement. Translating all written items that go home (handbooks, notes/memos, etc). is important to ensure parents understand what the child is learning and to understand the communications that go home (they are obviously vital if you want to send them home for any/all parents to read). Translation should also always occur verbally- (ex. in parent/teacher conferences). It is important each parent feels like they understand what is going on- they will for sure not be involved if they have no clue what’s going on. The school/classroom should also list signs/posters in the multiple languages of the school. By researching the culture a teacher can be sensitive to possible cultural differences and act accordingly. This will help parents feel important and cared for- increasing their comfort with involvement. Partnering with community programs/agencies will help parents get involved with other parents “in the same boat” as them. Knowing their not alone and providing the opportunity for friending will increase parent’s comfort with the school and community promoting further involvement. - Nikki

Nikki- I agree with you that it is very important to reseach their culture. I volunteer in a 6th grade Junior Achievement class

teaching a unit on Globalization, and one of the activitities we did was pretending that you were going to another country and

having to find out information about that country before going. This activity really did prove that knowing

as much as you can about a culture does make a big difference when interacting with those people. *TRICIA*

Nikki- I wholheartedly agree that understanding thier culture is very important. (p.s. tricia i think I figured out what when wrong) there are **SO** mandy differnces in everything when you move to a new country, knowing what they are changing would help you understand where they are coming from.***Amanda m.*** Nikki- I found it intersting as well about the difficulty with imagery and symbolism with ELL students. I would think that it would be one of the easier areas to find similarities to help learn a new language. Although I would suspect that common items or imagery in our culture are vasty different than another and vice-versa. -Mike

Nikki - I completely agree with your choices for your top three. I feel that this is a subject that is either being overlooked or feared because of our lack of knowledge on the language and culture that these children bring with them. What an incredible challenge to face of having to not only go to a new school in a new country, but then not being able to speak the native language, talk about a stressful situation!!!

1. I volunteer for Junior Achievement and so that is my exposure to classrooms right now, in addition to the practicum that was required for the Foundations class. I have yet to work closely with an ELL student, but I work directly with their friends and familes on a financial level where I work. So in relation to the adult figures that I have worked with I find that being patient and understanding if it takes them a little longer to understand something is greatly appreciated. There are many individuals that do not speak any English at all, and with these individuals I try to use simple, familiar words that they may have come in contact with prior to our interaction. I also try to point at the things I want them to do. For example, if I want them to sign something I touch the signature pad while I say "please sign" and hand them the pen. I have yet to have any confusion on that! :) I really think that what works the best is patience and the desire to want to help. I agree with Nikki's comment on the 20% rule and how that would prove useful in the classroom.

2. My top 3 picks are translation, bilingual literature for parents/guardians, and a partnership with other programs and agencies in the community. I feel these are the top 3 because communication is vital to the student's success. If information is given to the familes in a clear, understandable way it not only relays important information but it also shows that you value them as individuals. I also believe that by involving the community to show unity within its boundaries that also shows acceptance and gains trust from both parties. If everyone involved has a sense of inclusion it will better the chances for the educator to involve the familes on all levels, in turn helping the student to obtain the best education possible and to reach their highest potential. I also believe that by involving some of the businesses in the community to volunteer their time to help (for example, if there are bilingual employees that can volunteer time to be an interpretor) this can help everyone feel more connected. Everyone wins! *Stephanie

Stephanie-I agree that making sure families understand the information given to them is extremely important. The idea of the whole community embracing differences is great, it would show both ELL students and English speaking students that we can learn from each other and help break down the barriers.-Chris

Stephanie- I really like your idea of the businesses volunteering their help. Especially coming from a small town- everyone uniting means everyone winning! - Nikki

Stephanie--We found last year the we used lots of nonverbal language also to get our little girl to understand what we were wanting her to do. Jill __Stephanie__-- Glad you interact with people simply instead of getting frustrated that they don't know what you are saying. Finding a better way to interact with them is awesome. So many people give up if language doesn't work, when a simple hand gesture would get the job done just fine.***Amanda M.*** Challenges that the video and the textbook spoke about in regards to English Language Leaners include: differing degrees of overlap between oral and written language, not developing internalized schemata about literacy, verbal abilities do not match what they know, reluctance to express themselves, unfamiliar vocabulary and grammar. I personally have not been in the classroom yet, but have faced the difficulty with ELL students through the park/rec activities that I run. I had one particular boy, whose parents did not speak or understand English. This was difficult for me to send information home or address any needs. I ultimately went to the boy’s home and spoke with the parents while utilizing him as an interpreter. The three most important parent involvement techniques I would use are: fostering communication with the parents, create a warm environment with the parents by understanding their culture, and have personal contact with the parents to provide them with the security that I care about their child’s education. These three aspects will help in the comfort level of the ELL students and parents which should translate into a better education experience.-Mike

Mike- Making families of ELL students feel comfortable with you will help create a safe environment for the student and the parents are more likely to make sure the student is being successful - chris

Mike- I agree that understanding where the students are coming from is very important. The parents are more likely to be involved if they have a comfort level. Mandy

Mike- Understanding the family's culture is a great way to let the family know that you care about them and took the time to be interested in learning about their way of communicating and other things that are a part of their culture. -Melissa C.

1. I do not have the experience of working in a classroom setting. The only involvement I have had with ELL students is at the YMCA. I go to the gym there and my boys go to the daycare while I work out. There are 2 little boys that sometimes go that have no English skills. They are not of school age yet. I have helped their mom a few times with simple things like signing her kids in. She is unable to do simple things like that. I cannot imagine this. I see how Stephanie has used simple signs to communicate with her customers. This is the only method of effective communication for some. I know these children have had to learn at an early age to use actions as a form of communication. As an early childhood major I realize the importance of educating myself on effective communication to relate to the ELL students I will encounter. I agree with Nikki on the 20% rule. Very important. 2. I think all of these are important however if I were to only choose 3 I would choose orientation sessions, hosting special events, and to translate whenever possible. The importance of a first impression and to establish a relationship with these parents is crucial. There has to be a welcome translated into their own language to let the parents know that as a teacher I am here for them, the school is supplying a translator for them, and we are all here to meet the needs of the family to ensure success of the student. Mandy

The only experience I have had with ELL students is in my Junior Achievement class. The 6th grade class that I am volunteering in has a handful of students from other countries. There is a student from Africa, one from India, and one from China; and others that have family that live in other countries. I asked these students what it was like coming to the US. The student from China did not know any English when he got here. He said it took him about 3 years to become proficient in English. I think this student would have huge problems to overcome once being put into an English speaking only classroom. It is the teacher's responsibility to provide as many resources he/she can for this student. Modification is also a big component that the teacher will have to be flexible with. Having an ELL teacher for this student would be ideal to give this student the extra one on one attention that is needed. The 3 most important parent involvement techniques teachers can implement are: **Communication**- as difficult as communication can be with people from your own culture and background, just imagine how hard it can be to communicate with other people from different cultures! Keeping the lines of communication open with parents is important to keep them updated on what is going on in the classroom, especially with ELL learners. **Community Involvement**- I think that having community involvement in the classroom gives students a good perspective on how what they are doing in school relates to what happens in the community. Inviting memebers of the community from other cultures is also a good way to help ELL students see that people from other cultures can, and do, have success in the workplace.
 * Researching Their Culture ** - I think it is the responsilbility of anyone who is going to interact with someone of a different culture to understand all the aspects of that culture. I don't believe that ignorance is a good excuse for not knowing these aspects. If a teacher is going to have ELL students in their classroom, it is that teacher's responsibility to know all that they can about their culture. *TRICIA*

Tricia- I agree that the teacher should research the family's culture. It is another way that the teacher can be better prepared for the students coming into her classroom. It would be interesting to learn about to and I think the family would really appreciate that the teacher took the time to show interest in the family's culture. -Melissa C.

I don't have any experience working with ELL students. However I can recall a time when I worked at the Rec center day care and a mother brought her toddler into the room. He was only babbling at the time, but he would babble mostly Romanian words and very little English. His mother could speak both languages but was very difficult to understand. I had to listen closely when she gave directions about her son and sometimes ask her to repeat things. When interacting with the child it was difficult to understand what it was that he wanted to play with. Often I wasn't sure if he was saying a word in his native language or if was just doing typical toddler babbling. I would hold up toys and say their English word to see if thats what it was that he wanted, but no success. Later I learned, he just wanted a drink. I felt kinda bad. The way I felt in this situation is probably how ELL students feel. They can't understand anyone and they feel like nobody can understand them. I think one of the most important things a teacher can do for parent involvement is translate all parent handouts. What good would it be to send home a note or newsletter if they can't read it anyways? Print the information out in all languages that are involved in the classroom. Another thing would be to host social events where everyone can come together and the teacher can really work to be involved with that family. The family can be involved in fun events and meet other families in the school, possibly who are also ELL students and parents. The 3rd important thing could be to do home visits. This will allow the teacher and the family to talk in a nonthreatening environment and the family would feel that the teacher really is interested in learning about the family and how to have better communication.- Melissa C.

Melissa- I love the idea of sending home a letter in all the languages in the classroom. That is a sure-fire way to make sure all the information gets across accurately. I would just make sure the letters home read ok before sending them and always check with a translator. In my Spanish classes in high school I had to write papers/stories and found that you translate meanings not words. If you translate words, what you think is 100% correct could actually be wrong and quite offensive. -Sean

Melissa -- I liked the idea of hosting social events. It would be a great way to introduce these non English speaking families to meet one another. If you could somehow incorporate some community agencies that would have other resources to help these families it would even be better. You might even be helping some English speaking families to make connections with some services that could benefit them as well. Jill

I have had limited exposure to non English speaking students. Last year we had a preschool student who spoke limited English in our classroom. She had an older sister that spoke English, but her parents and other family spoke only Spanish. We had to be extremely patient with her when we asked questions. It took her more time to respond. When we sent hand written notes home with her we were sure to put only the most important information in the note and in very simple form. Her parents understood little English.

My top three choices to use in my classroom would be to research and understand the culture of the students I will be working with. It is important to understand their beliefs. Knowing about their culture may shed light on some of the things I may encounter the classroom with the student and their family. I will also incorporate translating communication to the parents in their native language. I would want the information to be in both their native language and English. I think it is important for both so they are able to make connections between their native language and English. I would also like to use the Rosetta Stone model of having English and their native language on classroom discussion material. This will help the students to be successful, and to learn more English. This will also benefit the English speaking students because they are being exposed to and learning vocabulary from another language. Jill

That sounds rough Jill. Patience is key in dealing with students learnign 2 things at once....in this case language and content. Were you able to get a translater to help with communication at conferences? - Sean

I’ve never been in a classroom with an ELL student but I really like the idea of putting them in groups and using activities that make them talk in English. I don’t want to make it all nerve racking for them; just so that they use the language. That is why small group activities work so well. In the small, rural communities I am used to I could see this happening with a foreign exchange student that may not have the best English yet. In my experience, people tend to gravitate toward foreign exchange students because they are different from us culturally and it is fun to learn about them.

I think parents of ELL student should be in ESL classes. It has nothing but upside for them. In this country, English is the primary language spoken and it can mean a better job, easier transactions at retail stores, and overall being more easily accepted. Not to mention that when the parents speak English at home, it becomes easier for the student to learn the language due to more practice. I think understanding the parents’ culture and embracing it is another major parent involvement technique. Parent involvement is huge for non-ELL students as well as ELL students. Doing whatever you can to make the parents fell more comfortable only benefits the classroom. To round out my top 3, I’m going to include translating anytime possible. I want the parents to make an effort to learn English but I also feel we as English speakers need to make an effort for the non English speakers as well. If the parents see that we are making an effort to understand them, they will likely be more willing to work with us. -Sean

1) As a high shcool student I helped tutor a couple people from Venezuela that were enrolled in the junior college in town. They needed help in their english composition courses so I corrected papers and worked on speeches with them. It was hard at times to know what was trying to be said even though I spoke spanish enough to try to help. We usually got it done but at times we needed a translator via the internet and sites like freetranslation.com. It was important to go through things **slowly** and give lots of examples for things they didn't understand. Also with thier speeches going through it over and over agian until they got a hold of the flow of some sentence structures was important. 2) The three most important things to me when involving parents of ELL students would be to make every opportunity to be welcoming becasue every language understands tone of voice and being genuinely happy to help them. Also make sure that you have a translator, either a real person or through the internet. Being ablet o put what you need them to know in their home language will make them feel welcomed and involved. It might also be helpful to have more than just the typical 2 times a year confrences. Becasue alot can be lost in translation getting extra opportunities to catch up and make sure the education is still goin as planned would be beneficial. At these times I think having an interpretor present would make sure everything is getting understood by both parties. Not that it makes my top three priorities but I think that the teacher learning a few things in their native tongue would be a step in the right direction. Immigrant work very hard to understand our language and the least we can do to welcome them into our community is learn how to say hello and thank you in their language.

1)All though I have never worked with an ELL student in a school setting, I have worked with them while in the service. One of my friends from Ecuador would often mix his Spanish and English. At times it was very difficult to understand him, especially when he was excited. I would often have to ask him to repeat himself or just plain slow down. It would become very frustrating at times when we had something important that was due for work. He could understand English very well, but with an ELL student that may not speak or understand English very well. I could see how it could be very frustrating. It would take a lot of patience, caring, and understanding to help them adjust. 2) I believe the three most important parent involvement techniques a teacher could implement are; offer orientation sessions, develop welcome videos, and host social events. The orientations sessions and social events could be one and the same, but it would offer the opportunities for all the families to come together. At the orientation sessions you could have a translator to help the parents of the ELL student understand the curriculum, offer worksheets or literature written in their native language so they can help their child at home. The welcome videos could actually be done by former ELL students that had the same troubles as current students. The videos could be developed in the ELL students’ native language and English. Social events could be hosted during class where the parents of an ELL student could come in and discuss their heritage and customs. Wanting to be a history teacher, you could also have them come in and discuss how different historical events affect themselves and their families in their native country. All of these would generate good parent teacher relationships, student teacher relationships and peer relationships. Adam