Literacy Links

Teacher, Parents, and Students Working Together
in the Limited English Proficient Home and Classroom

by Dr. Anne L. Ensle, University of Clear Lake, Houston

It can no longer be disputed that parental involvement enhances the learning experience. Family environment can create conditions, forces, and external stimuli that affect and impact an individual's cognitive development. Bloom (1981) asserts that "Learning goes on in both the home and the school, and it is the relationship between these two institutions that explains much of the learning success of some students and the difficulties of other students" (p. viii).

The importance of the teacher's role in addressing the differences in the home/school environment of the LEP (Limited English Proficient) parent/student is often underestimated. The teacher needs to ascertain the home environment and, if necessary, improve and coordinate the school activities so that they can function together to achieve maximum learning experiences and help to eliminate or reduce any negative impact. In this capacity, the teacher can serve as a facilitator, creating a bridge between two cultures that will impact the ultimate success or failure of the LEP student.

Of critical importance to the success of any program designed to enhance collaborative LEP parent, teacher, and student involvement is the development of a continuing program and elimination, as far as possible, of the language barrier and negative factors. This allows for the utilization of the home environment as an element in the totality of the school function. In drawing LEP parents into the process of schooling, educators must ensure that LEP parents and students feel that their cultures and languages are important and respected. High expectations for active participation of LEP students and parents must be conveyed by educators.

Awareness of the importance of collaboration between teachers, parents, and students in the processes of communication, orientation, goal setting, and assessment is essential to the process. Initially, impediments to the success of the process must be identified and addressed. Teachers must then lead parents into participation through planned activities.

Orientation

LEP students and parents may need orientation to the American educational system and process. Even time schedules and routines should be explained. Introductions to key staff and multilingual personnel may also help in the adjustment to a new system. Two essential keys to meaningful orientation include (1) person to person contact and (2) physical presence at the school site. A teacher-led class or parent walking tour of the school facilities could be an introductory activity. An overview of the instruction process, program, and desired outcomes could follow. Once parents know what takes place during the school day, they can better dove-tail home activities to complement and enhance the school environment.

The instructor should then begin an effort to have monthly planned activities for the parents. The teacher can convey to parents that their help is needed and expected. Parents can help directly through parent volunteer committees. Committees could provide assistance in the classroom with projects involving parents such as: volunteer reading by parents to the students, cooking activities with their children, and preparation for celebrations and events (i.e. Thanksgiving, Christmas, Valentines Day, Cinco de Mayo, or Chinese New Year). Other committees that utilize parents' individual talents and skills can be formed for enhancement of the classroom or school such as decorations, materials, painting, landscaping, and refreshments. Child care and transportation can be directed and monitored by parent committees. Parent telephone committees can notify parents of meetings, events, homework or even teacher messages. Or parents could simply volunteer thirty minutes of their time to help the teacher in the classroom. Thus parents are given specific responsibilities at the school site that are participatory in nature and allow them the opportunity to network with other parents. Students seeing their parents engaged in activities at their school is a positive factor.

Effective Communication

Language differences must first be addressed before full participation and collaboration can take place. Communication is a critical key to developing collaboration. Foreign-born parents may feel intimidated, fearing that there is nothing that they can contribute. To alleviate this fear, a personalized approach should be initiated by the teacher. Most non-English speaking parents prefer personal one-on-one communication. Rapport is better created through personal contact. Once rapport is established, an avenue to free and open communication can develop. Establishment of communicative rapport is essential to effective collaboration.

The LEP parent must be physically brought into the school site to meet the teacher and see the physical setting in which learning takes place. Personal interest can be communicated to the LEP parent or student by making the teacher's school and home phone numbers available. Personal one-on-one contact can be made possible by setting meetings and conferences at times convenient to the parents and students. Written memos or notes, telephone calls, and even a parent calling committee can communicate interest or information. When necessary, vital information can be communicated in both languages.

A parent will respond more positively to a note from a person that he or she has seen rather than an imaginary teacher. Progress, good news, or simply interest can be conveyed through personal phone calls, newsletters, class announcements or public acknowledgments. If communication is positive, continuous, and meaningful, it can increase the probability of successful collaboration.

Commitment

Parents and students should be made aware of the need for making a long-term commitment and investment of themselves to the entire instructional process in order to get the full benefits available to them. An overview of subjects, curriculum, and the expected mastery outcomes should be explained. Most importantly, the LEP student or parents need to understand what is expected of them, what the goals are, and what their responsibilities are. Teachers can convey the concept to parents and students that they are all working together toward a final outcome that is important to everyone.

Goals

Teachers can implant values and foster the motivation necessary to achieve short-term and long-term goals. Parents should understand that they must also convey high expectations as well as support the teacher. Parents need to understand the importance of their support of the teacher's efforts.

Goal setting helps organize the student's and parents' mental focus and creates the framework necessary to achieve success. Developing a collaborative goals contract for parents, student, and teacher can be helpful. Self-assessment and listing of goals by the individual student or a conference with student, parents, and teacher that requires a monthly assessment can also be equally effective. Weekly take-home assignments can also be reviewed and signed by parents. Even simple conversations with the parents as they deliver and pick up their children can be helpful and reinforcing.

Achievement of goals by the student and the recognition of this achievement by the teacher and parents are strong positive factors leading to future success. Collaborative understanding of what is expected coupled with collaborative assessment of actual progress can be very effective. The teacher, student, and parents should work together and continually ask themselves "How are we doing?" If changes need to be made, collaborative agreement on the changes may better elicit the desired results.

If students, parents, and teachers can achieve success through collaboration, the rewards are experienced by all and the end results can be far reaching. LEP parents and students should be made to feel that their contributions are essential to obtain maximum results and to realize that education is a team effort that is not limited to the school premises.

Supportive LEP
Parent Participation

(A compilation of suggestions from LEP Parents and Bilingual Teachers, based on Anne Ensle's Doctoral Dissertation Research)

1. Attend teacher directed orientation meeting in the actual classroom setting.
2. Attend teacher directed monthly parent classroom meetings.
3. Attend Teacher/Parent progress conferences and set goals.
4. Participate in teacher directed assistance with homework.
5. Network with other parents regarding homework and teacher assistance.
6. Maintain a Parent/Student take-home journal.
7. Help with student projects in the classroom.
8. Review and sign daily homework folders.
9. Respond to the teacher's notes and calls.
10. Participate in classroom activities such as sewing, cooking, and art.
11. Convey high expectations.
12. Keep abreast of student's progress and behavior.
13. Attend school celebrations.
14. Attend student's performances.
15. Support the classroom teacher.
16. Impart the value of bilingualism.
17. Be sure the student gets adequate rest. Have a regular bedtime hour.
18. Be sure the student gets adequate nutrition.
19. Monitor television viewing time.
20. Have a daily schedule that includes specific homework time.
21. Plan outside family experiences and field trips such as: libraries, historical sights, zoos, parks, theaters, rodeos, sports, etc.
22. Read in the home (in both languages).
23. Praise when appropriate.
24. Set and monitor goals.
25. Divide the work of the family by assigning jobs and responsibilities.
26. Have literacy materials available in the home, such as books, magazines, newspapers, and school supplies.
27. See parents engaged in literacy activities in the home (reading, writing).
28. View and discuss the news with the family.

References

Bloom, B. (1981). All our children are learning. New York: McGraw-Hill.

Ensle, A. L. (1996). Involvement of language-minority parents in elementary education: A case study (Doctoral dissertation, University of Houston, 1996). UMI Dissertation Services.

About the Author

Dr. Anne Ensle's educational accomplishments include: Ed.D., Curriculum and Instruction, University of Houston; M.S., Multi-cultural Studies with a specialization in ESL, University of Houston, Clear Lake; B.A., English/Spanish/Sec.Ed., University of Houston; and OBEMLA Bilingual Fellowship 1995-1996. She began working in Adult Literacy as a volunteer ESL teacher for the ELAP/Amnesty Program in 1989. Her Masters and Doctoral research was in LEP parental involvement. Other accomplishments include: Author/Editor of Critical Issues in Parental Involvement. ERIC Clearinghouse. ED 398 009; Author/Editor of "Teacher's Corner" Bilingual Research Journal 1993-1994; and 1995-1998 ESOL Project, Texas A&M - Kingsville.