Supporting the Engagement and Participation of Multicultural, Multilingual Immigrant Families in Public Education in the United States: Some Practical Strategies

Autor/in	Housel, David A.
Titel	Supporting the Engagement and Participation of Multicultural, Multilingual Immigrant Families in Public Education in the United States: Some Practical Strategies
Quelle	In: School Community Journal, 30 (2020) 2, S.185-209 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	Bilingualism; Multilingualism; Parent Participation; Parent School Relationship; COVID-19; Pandemics; Barriers; Trust (Psychology); Immigrants; School Community Relationship; Faculty Development; School Personnel; Intergenerational Programs; Cultural Activities; Public Education; Educational Strategies; English Language Learners; Outreach Programs; Family Literacy; English (Second Language); Second Language Learning; Second Language Instruction; Adult Literacy; Video Technology; Drama; Service Learning + Suchen Sie Ihr Suchwort? Bilingualismus; Mehrsprachigkeit; Multilingualismus; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Immigrant; Immigrantin; Immigranten; Schulpersonal; Cultural activity; Kulturelle Aktivität; Öffentliche Erziehung; Lehrstrategie; Jobcoaching; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Schauspiel; Service-Learning
Abstract	Over the past century in the U.S., stronger parental involvement in children's education has been encouraged and, more recently, codified into state teaching standards. Despite this, fully engaging parents as equal and respected partners has remained elusive. The quest seems particularly perplexing when attempting to enhance participation of immigrant parents who are emergent bi/multilingual learners (EBLs). To foster their enhanced engagement, strong collaborative partnerships among families, schools, and communities are essential. One way of doing so is by first reflecting on any existing institutionalized barriers or internalized biases that could be thwarting fuller participation, then creating school- and community-based activities where school personnel, immigrant families, and other families in the community can come together, work collaboratively, and share resources, capital, and cultural wealth. In addition to sharing resources in mutually beneficial ways, the goal of these collaborations is to promote trust, understanding, and empathy by getting to know one another on a personal level. This essay is grounded in Epstein's theory of overlapping spheres of influence (1995) and the Community Cultural Wealth Model (Yosso, 2006) and proposes a variety of collaborative endeavors--from professional development events for school personnel to intergenerational bilingual classes to community fairs in the schools--to build relationships and engage immigrant parents with the public schools. Modifying the proposed activities due to the COVID-19 pandemic and its impact is also addressed. (As Provided).
Anmerkungen	Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01