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New Teachers Online: How-To Articles:
Adjust Your Teaching Styles for English Language Learners (ELL) in ESL/Bilingual Classrooms
Including ELL/ESL Parents in the Classroom
Tobey Cho Bassoff

How do teachers of ESL students involve parents in the classroom?

The first step is providing parents with a feasible opportunity to participate, which includes scheduling programs around the best times for parents to attend. The next step is ensuring that the program environment is inviting and welcoming for the parents. The final step is following up with students and parents in a way that lets them know that their time and involvement is appreciated.

When considering the involvement of ESL parents, it is important to operate from the belief that they want to be involved in their child's education.

To show that you believe this, you must provide them with opportunities that fit their schedules. For many ESL parents, day-to-day work schedules and survival in an English-speaking world are overwhelming. Adding another commitment, albeit important, at a time when they are working (which provides the necessary funds to pay for food and shelter) is often next to impossible. Identify a way to survey parents about their work schedules and their interests. This will allow you to plan events that take their time constraints into consideration. You can develop the survey and have it translated and sent home, or you can have your students tell you through an activity. The students are often very aware, even at a young age, of when their parents are available. It is important to note that it is better to ask parents when they are available to visit the classroom for a special project, as opposed to when they are unavailable. For various important reasons, parents do not want to disclose when their time is otherwise occupied.

Once you've found a time that works for the majority of parents, then plan some programs that highlight your ESL students' work and invite the parents to attend. Examples of programs that my ESL classes have hosted with much success are before school non-fiction publishing parties and interactive math nights.

For the non-fiction publishing party, I consulted Stephanie Harvey's Nonfiction Matters for the structure of the project in class (Stenhouse 1998). When it was time to share with our community, the students created invitations for their parents and school staff including pictures of breakfast treats and juice. I provided these, inexpensively, at the party. The success of the event is hard to describe in words. Not only did parents attend, but many extended family members came, as well as neighbors and youth organization leaders with whom the students were involved. At various places around the room, reports were visible with yellow comment sheets. Visitors could sit at a desk or table, read, and then comment on what they read. Language was not a barrier because students could translate the stories into the native language and many parents encouraged their children to read to them in English. They were proud of the English that their children had learned and the native language that was not forgotten, as evidenced by each child's ability to orally translate. Pictures accompanied the reports, and many students encouraged their parents to try saying the name of the objects, like "tiger," in English.

Another successful program that I put on was interactive Math Night. This evening was an opportunity for families to come to my classroom, with their children, to learn how to play math games that focused on concepts that we were learning in class. I consulted Family Math and Matemática para la familia for ideas on games and for copies of instructions to the games in Spanish and English (Lawrence Hall of Science, Berkeley 1987). Prior to the math night, I reviewed the games with the children, and then set them up at stations around the room. The Math Night was an "Open House" where students brought their families into the classroom to explore and learn together. While I was available for help, many families went to the stations and interacted without speaking to me directly. (They did greet me and thank me upon arriving and when they left). However, they enjoyed the freedom of being involved in the classroom without having to listen to an extensive explanation or welcome in a language they didn't understand. (Side note: I did have a welcome sign on my door with greetings in all of my students' native languages. I also made store bought snacks and drinks available during the program.)

The last component to successful ESL parental involvement is a gesture that shows you appreciated their attendance at a school program. This can be done with a simple note that has positive clip art images accompanied with the word "Thanks," in English and in their native language. This shows the parents that you recognized their attendance and it really did mean a lot to you.

Whatever program you choose, remember to consider the needs of the parents of your students. You will be amazed by the participation you see at your programs if you take parent work schedules, the class environment, and follow-up thank-you notes into consideration.

Good Luck!

Questions or comments? E-mail Tobey.

 

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